Syllabus of ECE

International Institute of Information Technology, Hyderabad
School of Multi-disciplinary Computing
B. Tech. in Electronics and Communication Engineering
Table of Contents
Sl. No Item
1. Vision and Mission Statements of the School of Multi-
disciplinary Computing
2. PEOs, POs, and PSOs
3. Curriculum
4. Course Descriptions for Core, Stream Foundation and
Elective Courses
Page 1 of 112
1. Vision and Mission for the School of Multi-disciplinary
Computing
Vision
To be recognized as a globally reputed school by offering innovative academic programs
and specializations in core computing, computing technologies, and computing in
association with multiple disciplines, at all levels (UG, PG, Ph.D.) with state-of-the-art
curricula, by promoting quality research in thrust areas, and blending research outcomes
into teaching programs.
Mission Statements
MS1: To produce competent next-generation technology leaders, who can apply the
science and engineering of computing to add immense value to their profession.
MS2: To implement a state-of-the-art curriculum in all the academic programs in line
with the multidisciplinary societal and technological needs and encourage students to
imbibe creativity, research, problem-solving skills, professional ethics, and human values.
MS3: To design and execute innovative multidisciplinary academic programs,
specializations, and courses that combine computing and other domains organically, by
involving all the stakeholders such as students, teachers, research scholars, experts from
industry, academia, and alumni.
MS4: To conduct quality research in fundamental, applied, multidisciplinary, and
futuristic domains and become a key player in the educational ecosystem within the
country and abroad.
MS5: To create and sustain a strong suite of academic outreach programs catering to
varied segments such as industry professionals, external students, and early career
researchers.
MS6: To collaborate with other reputed institutions in India and abroad and implement
best practices to achieve excellence.
Page 2 of 112
2. PEOs, POs, and PSOs for the B.Tech in ECE
Program Educational Objectives (PEOs)

After completion of this program successfully, the graduates will be able to
PEO 1: Demonstrate comprehensive knowledge of analytical foundations to Electronics

and Communication Engineering in terms of founding principles of design, computing and
communication.
PEO 2: Demonstrate critical thinking and problem solving abilities to handle the real
world problems by applying theoretical foundations and practical skills in different fields
of Electronics and Communication Engineering
PEO 3: “Recognize the place of Electronics and Communication in the ecosystem that enables
Computing Technology”
PEO 4: “Exhibit qualities of teamwork, appreciation of collaboration that entails

inter disciplinary endeavors and the potential impact of technology on society.”
PEO 5: Develop creativity, Research related skills, self- learning, entrepreneurial

and leadership skills in order to meet the ever-changing needs and challenges in the profession
Mapping between PEOs and Mission Statements

PEO vs MS MS1 MS2 MS3 MS4 MS5 MS6
PEO1 3 3 2 3 2 2
PEO2 3 3 2 3 2 2
PEO3 3 3 3 3 3 2
PEO4 3 3 3 3 2 2
PEO5 3 3 3 3 2 2
Page 3 of 112
Program Outcomes (POs) and Program Specific Outcomes (PSOs)
After completion of B.Tech in Electronics and Communication Engineering, the Graduates

will be able to-
PO1: Engineering Knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex engineering
problems.
PO2: Problem analysis: Identify, formulate, research literature, and analyze

complex engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
PO3: Design/Development of solutions: Design solutions for complex engineering

problems and design system components or processes that meet the specified needs with
appropriate consideration for the public health and safety, and the cultural, societal, and
environmental considerations.
PO4: Conduct investigations of complex problems: Use research-based knowledge

and research methods including design of experiments, analysis and interpretation of data, and
synthesis of the information to provide valid conclusions.
PO5: Modern tool usage: Create, select, and apply appropriate techniques, resources,
and modern engineering and IT tools including prediction and modelling to
complex engineering activities with an understanding of the limitations.
PO6: The engineer and society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering practice.
PO7: Environment and sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of and need for
sustainable development.
PO8: Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of the engineering practice.
PO9: Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.
PO10: Communication: Communicate effectively on complex engineering activities with

the engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give and
receive clear instructions.
Page 4 of 112
PO11: Project management and Finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a member and
leader in a team, to manage projects and in multidisciplinary environments.
PO12: Life-long learning: Recognize the need for and have the preparation and ability
to engage in independent and life-long learning in the broadest context of
technological change.
Program Specific Outcomes (PSOs)

PSO1: Demonstrate comprehensive knowledge and practical skills of circuit design
and analysis, IC design techniques and implement new designs and formulate problems in the
thrust areas of analog, RF, digital and mixed signal VLSI design.
PSO2: Demonstrate conceptual understanding of signal processing and communications and

their applications in real world systems and solve the problems in the emerging areas of wireless
communications, signal Processing, coding theory, wireless networks and internet of things.
PSO3: Apply the knowledge of the main components of IoT architecture for real- world
applications.
PSO4: Apply the principles and algorithms of Robotics to solve pedagogical as well as mature
problems either by simulations using advanced simulators and software and wherever possible
on real hardware.
Page 5 of 112
Curriculum
ECE is an old engineering discipline and is an integral part of modern field of Information
Technology. Advances in hardware and embedded computing have become key enablers for
communication over land, sea and space; robotics and quantum computing. From medical devices
to Internet of Things (IoT) to distributed computing and storage, today’s information systems
straddle scale and space in a hitherto unseen manner. Recently, development of high performance
processors with novel architectures has been harnessed for deep learning leading to a resurgence
of Artificial Intelligence. Overall, the boundary between disciplines CSE and ECE is increasingly
fluid. The robust theoretical framework ECE offers to understand systems is also finding place
in modeling of complex biological systems.
The ECE curriculum has been designed keeping these in mind. In addition to the core discipline
it has components from a range of domains such as maths, science, required for analysis and
modeling; as well as humanities and social sciences, to help understand and navigate the world
where technology is playing an increasing role.
A schematic of the broad structure of the ECE curriculum is given below. The curriculum has
two levels of core courses serving to build the foundations of the ECE discipline. These cover
basics in hardware (electronics to vlsi) and communication (networks to systems thinking). This
is also supported by foundations in computing (programming to computer organization). The
foundations are followed by a set of stream-based electives that permits students to build deeper
knowledge in specific streams. The streams span established and emerging areas and are
designed to cater to interests in theory/analysis or applications/design.
Requirements for a BTech degree in ECE:
A. Maths requirement (16 credits): 3 core + 1 elective courses
Core Maths courses
Real Analysis Semester 1

Linear algebra Semester 2
Probability and random processes Semester 3
B. Science requirement (16 credits): 2 core + 2 elective courses
Core Science courses
Science 1 Semester 3
- scientific method, the micro and the macro principles of Natural
phenomena
Science 2 Semester 6
- electromagnetism, applications of classical and quantum mechanics
C. Humanities and Social Sciences (HSS) requirement (20 credits): 2 core + 3
elective courses
Core HSS Science courses

Intro to Human Sciences (4 credits) Semester 4
Page 6 of 112
Ethics -1 (2 credits) Semester 7
Ethics-2 (2 credits) Semester 8
D. Institute core requirement (12 credits): 4 credits each in Sports, Arts and Value
education
Sports (4 credits) Semesters 1 through 4
Arts (4 credits) Semesters 1 and 2
Value education (4 credits) Semesters1 and 4
E. Programme core requirement: These are to be completed in the first 4 semesters.

The list of programme core courses is as below.
Core courses in the ECE Programme: (53 credits)

Credit Credit
Monsoon Course title Spring Course title
s s
Networks, Signals and Analog Electronic
4 5
Systems Circuits
Digital Systems and Data structures and
5 5
Microcontrollers algorithms
Sem 1 Sem 2
Computer Programming 5 Information &
4
Communication
Electronic workshop 1 2
Sub total 16 Sub total 14
Credit Credit
Monsoon Course title Spring Course title
s s
Introduction to
VLSI Design 4 2
Processor Architecture
Sem 3 Signal processing 5 Sem 4 Electronic workshop 2 4
Systems thinking 4 Communication theory 4
Sub total 13 Sub total 10
F. Other programme requirements: 40 credits in electives + 4 credits of BTech project.
After the foundations built via core courses in the first two semesters, ECE curriculum permits
a student the flexibility to pursue their interests via electives in the last two years. Of the 40
credits in electives, a minimum of 20 credits has to be earned in the core ECE programme while
the rest (20 credits) can be earned via courses from across disciplines.
ECE electives are organized into 5 streams, with each stream consisting of introductory as well
as advanced level courses. The offerings at the advanced level can change from time to time.
1. VLSI and embedded systems
2. Signal processing and communications
3. Robotics
4. Bio-electronics and biological systems
5. IoT systems
The following is the requirement for different type of students.
Page 7 of 112
BTech Regular:
By the time of graduation should have completed at-least one star elective in VLSI stream and
one star elective in SPC Stream. The star electives are given at the end
BTech Honors:
By the time of graduation four stream electives from their research stream needs to be
completed. This can be from Foundation Electives/Star Electives/Stream Electives. Open
Elective slots can be used for doing these electives
Choice Based Credit System:
The curriculum aims to continue the implementation of Choice Based Credit System with a
minimal core program followed by electives from across disciplines including mathematics,
sciences, human sciences, engineering electives, and so on. The curriculum set aside close to 17%
of the credits necessarily from courses outside of the program so as to allow scope for students
to credit courses from the sciences, mathematics, human sciences, and engineering sciences. A
total of 12% credits are set aside as open electives – student can use these credits to either go
deeper in the program or to opt for courses outside of the program and broaden their outlook by
opting for multi-disciplinary courses too.
All courses use a continuous evaluation model with a combination of homework assignments,
quiz exams, mid-term, and final examinations. Students are required to stay clear of plagiarism
in any of their work submitted for evaluation. Most elective courses include a course project or a
term paper additionally. These course projects often require students to practice team-work,
enhance their self-learning and communication skills, and impart essential project management
skills. Some courses include a laboratory component with a scheduled laboratory session.
For the highly motivates students, the present curriculum continues to provide the Honors option
which requires students to do additional credits including projects and advanced electives and
work under the supervision of a faculty member.
Page 8 of 112
Semester wise course curriculum:
Electronics and Communication Engineering - Semester wise Plan (Subject to minor changes)
Lectures(L),
Ful
Tutorial(T),
l
Practical(P) Credits
Se
Year Hours per
m/
& Course Code Course Name week
Ha
Sem Pro Pr Ope
lf Ins
g og Mat Scien Hu n B
Se L T P Co Hons
Co Ele hs ce m Ele TP
m re
re c c
Monsoon
Networks, Signals Ful
EC5.101 3 1 0 - 4 - - - - - - -
and Systems l
Ful
MA4.101 Real Analysis 3 1 0 - - - 4 - - - - -
l
Digital Systems and Ful
EC2.101 3 1 3 - 5 - - - - - - -
Microcontrollers l
Computer Ful
CS0.101 3 1 3 - 5 - - - - - - -
Programming l
I-I Electronic Hal
EC2.102 0 1 3 - 2 - - - - - - -
Workshop-1 f
Hal
OC2.101 Arts-1 0 2 2 2 - - - - - - - -
f
Ful
OC1.101 Sports-1 0 0 2 1 - - - - - - - -
l
Ful
OC3.101 Value Education-1 2 1 0 2 - - - - - - - -
l
Sub Total 14 8 13 5 16 0 4 0 0 0 0 0
Total 25
Spring
Data Structures and Ful
CS1.201 3 1 3 - 5 - - - - - - -
Algorithms l
Ful
MA2.101 Linear Algebra 3 1 0 - - - 4 - - - - -
l
Analog Electronic Ful
EC2.103 3 1 3 - 5 - - - - - - -
Circuits l
I-II Information and Ful
EC5.102 3 1 0 - 4 - - - - - - -
Communication l
Ful
CS1.102 Sports-2 0 0 2 1 - - - - - - - -
l
Ful
CS2.102 Arts-2 0 2 2 2 - - - - - - - -
l
Sub Total 12 6 10 3 14 0 4 0 0 0 0 0
Total 21
Monsoon
Probability and Ful
MA6.102 3 1 0 - - - 4 - - - - -
II-I Random Processes l
Ful
EC5.201 Signal Processing 3 1 3 - 5 - - - - - - -
l
Page 9 of 112
Systems Thinking Ful
EC5.202 3 1 0 - 4 - - - - - - -
(Commn, bio, neuro) l
Ful
EC6.201 VLSI Design 3 1 0 - 4 - - - - - - -
l
Ful
SC1.110 Science-1 3 1 0 - - - - 4 - - - -
l
Ful
CS1.103 Sports-3 0 0 2 1 - - - - - - - -
l
Sub Total 15 5 5 1 13 0 4 4 0 0 0 0
Total 22
Spring
Communication Ful
3 1 0 - 4 - - - - - - -
EC5.203 Theory l
Ful
Stream Foundation-1 3 1 0 - - 4 - - - - - -
l
Electronic Ful
EC2.202 3 1 3 - 4 - - - - - - -
Workshop-2 l
Intro to Human Ful
HS8.102 3 1 0 - - - - - 4 - - -
II-II Sciences l
Intro to Processer Hal
3 1 0 - 2
EC6.202 Architecture f
Ful
OC1.104 Sports-4 0 0 2 1 - - - - - - - -
l
Ful
OC3.102 Value Education-2 2 1 0 2 - - - - - - - -
l
Sub Total 17 6 5 3 10 4 0 0 4 0 0 0
Total 21
Monsoon
Ful
- - 4 - - - - - -
Stream Foundation-2 l 3 1 0
Ful
- - 4 - - - - - -
Stream Elective-1 l 3 1 0
Ful
- - - - - - 4 - -
III-I Maths Elective l 3 1 0
Ful
- - - - - - 4 - -
Open Elective-1 l 3 1 0
Ful
- - - - - 4 - - -
HSS Elective-1 l 3 1 0
Sub Total 15 5 0 0 0 8 0 0 4 8 0 0
Total 20
Spring
Ful
- - - - - 4 - - -
Open Elective-2 l 3 1 0
Ful
SC1.111 - - - - 4 - - - -
Science-2 l 3 1 0
Ful
III-II - - 4 - - - - - -
Stream Elective-2 l 3 1 0
B.Tech Project Ful
EC9.301 - - - - - - - 2 -
(BTP) - 1 l 0 2 6
Ful
- - - 4 - - - - -
HSS Elective-2 l 3 1 0
Sub Total 12 6 6 0 0 4 4 4 4 0 2 0
Page 10 of 112
Total 18
Monsoon
Ful
Stream Elective-3 3 1 0 - - 4 - - - - - -
l
Ful
Open Elective-3 3 1 0 - - - - - - 4 - -
l
Ful
Science Elective - 1 3 1 0 - - - - 4 - - - -
IV-I l
B.Tech Project Ful
EC9.401 0 2 6 - - - - - - - 2 -
(BTP) - 2 l
Hal
Ethics-1 3 1 0 - - - - - 2 - - -
f
Sub Total 12 6 6 0 0 4 0 4 2 4 2 0
Total 16
Spring
Ful
Open Elective-4 3 1 0 - - - - - - 4 - -
l
Ful
Open Elective-5 3 1 0 - - - - - - 4 - -
l
Ful
Science Elective - 2 3 1 0 - - - - 4 - - - -
IV-II l
Hal
Ethics-2 3 1 0 - - - - - 2 - - -
f
Ful
HSS Elective-3 3 1 0 - - - - - 4 - - -
l
Sub Total 15 5 0 0 0 0 0 4 6 8 0 0
Total 18
Total %
Institute Core 12 7
Programme Core 53 33
Programme Electives 20 12
Maths 16 10
Science 16 10
Humanities 20 12
Open Electives 20 12
BTP 4 2
Honours(Optional) -
0 0
4 Credits extra
Total 161 100
Page 11 of 112
Graduation Requirements
B.Tech in Electronics and communication Engineering (ECE)
In order to graduate with B.Tech in Electronics and Communication Engineering, a student must
successfully complete 161 credits with minimum CGPA of 5.5 and meet the following requirements.
Reference documents are available at https://intranet.iiit.ac.in/offices/static/files/UG-DD-Curriculua-
Jul21_%281%29.pdf
• Must successfully complete SAVE (Sports, Arts, Value Education) credits in the 1st and 2nd years.
• Must successfully complete the programme Core.
• Must successfully complete 8 credits of Stream Foundation electives in the 4th and 5th semesters.
• Must successfully complete 12 credits of ECE electives in 5th to 7th semesters.
• Must successfully complete 1 Maths elective in the 3rd and 4th years.
• Must successfully complete 2 Science electives in the 3rd and 4th years (not more than 1 in any
semester).
• Must successfully complete 3 Humanities electives in the 3rd and 4th years (not more than 6
credits in any semester
• Must successfully complete 2 courses (2 credits each) in Ethics in the 4th year.
• Must successfully complete 5 Open electives in the 3rd and 4th years (at least 1 each in semester
and not more than 2 in any semester).
• Must successfully complete 4 BTP credits via 2 credits each in the 6th and 7th Semesters.
Page 12 of 112
Course descriptions of Core, Stream Foundation and
Elective Courses
Networks Signals and Systems
Name of the Academic Program : B. Tech in ECE

Course Code : EC5.101
Title of the Course : Network, Signals & Systems
L-T-P :3-1-0
Credits :4
(L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge:

A prior knowledge of calculus and complex numbers is required.
2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
After completion of this course successfully, the students will be able to..
CO-1 Describe various circuit elements (R, C, L), supply (current, voltage), devices (op amp, diode).
CO-2 Explain the operation and characteristics of each circuit element, behavior in specific circuit
configuration (DC, AC, series, parallel, mixed).
CO-3 Calculate equivalent circuit parameters (Thevenin, Norton), node voltages, branch currents etc.
using reduction, KCL, KVL and reduction techniques.
CO-4 Calculate circuit response (steady state, transient) to various input stimulation. Calculate and
understand the concept of time constant for RC, RL and RLC circuits.
CO-5 Demonstrate understanding of and calculate Power, Energy, Loss and phasors w.r.t. circuit.
CO-6 Apply the above concepts to analyze and solve a real-life circuit problem.
CO-7 Describe signals using various representations including Fourier series representation for periodic
signals
CO-8 Describe systems abstractly using block diagrams and differential equations
CO-9 Apply convolution operation and impulse responses for system analysis
CO-10 Analyze signals and systems using Laplace transform representation
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs) – Course Articulation Matrix
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3 PSO4
2 3 1 1 1 1 1 1 1 1 1 1 3 0 0 0
CO1
CO2
1 3 3 3 1 1 1 1 1 2 1 1 3 0 0 0
Page 13 of 112
CO3
2 2 3 3 1 1 1 1 1 1 1 3 3 0 0 0
CO4
2 2 3 3 1 1 1 1 1 1 1 3 3 0 0 0
CO5
2 2 3 3 1 1 1 1 1 1 1 3 3 0 0 0
CO6 2 1 2 3 1 3 1 1 3 3 1 3 3 0 0 0
CO7 3 3 1 1 1 - - - - - - 1 - 3 - -
CO8 3 3 3 1 1 - - - - - - 1 - 3 - -
CO9 3 3 3 1 1 - - - - - - 1 - 3 - -
CO10 3 3 3 1 1 - - - - - - 1 - 3 - -
Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs) and
PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping
4.Detailed Syllabus:
Unit 1: Circuit elements
Unit 2: Network theorems
Unit 3: Transient and Steady state analysis
Unit 4: Sinusoidal input and phasors
Unit 5: Two port network
Unit 6: Signals, representation, sinusoids, and Fourier series

Unit 7: Systems and representations – differential equations, block diagram, operator, and functional form
Unit 8: Convolution integral and impulse response
Unit 9: Transfer function – Laplace transform, poles and zeros
Reference Books:
1. Engineering Circuit Analysis by Hyatt, Kimmerley & Durbin
2. Signals and Systems by A.V. Oppenheim, A.S. Willsky and S.H. Nawab (2015)
5.Teaching-Learning Strategies in brief (4 to 5 sentences):
Students will be applying the lecture discussion to solve examples shared with them in the class. The
assignments given will reinforce the concepts and to promote their application to difficult problems.
Classroom learning will be done in interactive method as much as possible. A short question is posted at
beginning of class to gauge understanding of previous lecture. Occasionally self-assessment test (1minute
paper) will be given. In tutorial class, students will make simple circuits using basic components and solve
problems. The course project is done in teams to encourage collaborative problem solving, team
participation, and coming up with solution as a team.
6.Assessment methods and weightages in brief (4 to 5 sentences):
Type of Evaluation [3 credit- lecture] Weightage (in %)

Quiz 1 10
Quiz 2 10
Page 14 of 112
End Exam 30
Assignments 25
Mini Project 25
Computer Programming
Name of the Academic Program : B.Tech in Computer Science and Engineering
Course Code : CS1.302
Title of the Course : Computer Programming
L-T-P : 3-1-3.
Credits :5
(L = Lecture Hours, T = Tutorial Hours, P = Practical Hours)
1. Prerequisite Course / Knowledge:
Logical thinking and mathematical concepts at the level of a 10+2 standard student with a math
major.
No prior programming experience or computing background is required.
2. Course Outcomes (COs)
After completion of this course successfully, the students will be able to:
CO-1: Explain the syntax of programming language constructs and their semantics and
describe a program structure and its execution model. (Cognitive Level: Understand)
CO-2: Describe the steps in program editing, compilation and execution using tools such as
Visual Studio Code, GCC compiler on a Linux/Windows/MAC operating system.
CO-3: Choose appropriate primitive data types and design new composite data types to model
the relevant data in a given computation problem and also discover the algorithmic logic
required to solve well-defined computational problems. (Cognitive Levels: Apply and
Analyze)
CO-4: Compare and contrast the performance of different algorithmic approaches for simple
computational problems with respect to time and memory. (Cognitive Levels: Analyze and
Evaluate)
CO-5: Write programs involving basic dynamic data structures such as linked lists and use
tools such as Valgrind to detect any memory leaks. (Cognitive Levels: Apply and Analyze)
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CO-6: Use debugging tools such as GDB proficiently to rapidly isolate and remove
subtle/complex bugs in programs. (Cognitive Levels: Apply and Analyze)
CO-7: Manage complex large projects using source code management tools such as GIT and
build tools such as Make. (Cognitive Levels: Apply and Analyze)
CO-8: Assess and evaluate the solutions of their classmates through a peer review process
(Cognitive Level: Evaluate)
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs) – Course Articulation Matrix
P P P P P P P P P PO PO PO PS PS PS PS
O1 O2 O3 O4 O5 O6 O7 O8 O9 10 11 12 O1 O2 O3 O4
C
3 - 3 - 3 - - - - - - - 2 3 3 3
O1
C
3 - 3 - 3 - - - - - - - 2 3 3 3
O2
C
3 3 3 2 3 - - - - - - - 2 2 3 3
O3
C
2 3 3 3 3 - - - - - - - 2 2 3 3
O4
C
2 3 3 3 3 - - - - - - - 2 2 3 3
O5
C
1 1 1 1 3 - - - - - - - 2 3 3 3
O6
C
3 2 2 2 3 - - 3 3 3 - - 2 3 3 3
O7
C
1 2 2 2 2 - - 3 3 3 - - 2 2 3 3
O8
4. Detailed Syllabus
• Unit 1:
o Basic computer organization, Von Neumann architecture and stored
program concept
o High level programming languages, assemble code, binary instructions,
compilers and assemblers
o Programming editing, compilation and execution cycle
• Unit 2:
o Use of variables as reference to memory locations
o Basic data types and their representation
o Operators and precedence levels, expressions
o Writing straight-line sequence of code
o Standard I/O Libaries
• Unit 3:
o Conditional Statements (if-then-else) and Loops (for, while, etc.)
o Arrays
o Functions and parameter passing mechanisms
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o Standard libraries for string manipulation, disk file access etc.
o Structures, Unions and Enumerations
• Unit 4:
o Recursion
o Program stack, scope and lifetime of variables
o Pointers, heap memory, dynamic memory management, linked lists and
memory leaks
• Unit 5:
o Preprocessor directives
o Source code management tools like GIT and use of GDB for program
debugging
o Multi-file programming and Makefiles
Reference Books:
1. K. N. King. 2008. C Programming: A Modern Approach, Second Edition.

W.W. Norton & Company.
2. Nick Parlante. 2017. Essential C. Independently published.
5. Teaching-Learning Strategies in brief
Lectures are conducted in a highly interactive fashion. Programming problems are solved in-
class along with students in a collaborative fashion. Sometimes two-three students are given
an opportunity to present their programs to the class. At the end of every class, a small
homework problem which helps in enhancing the concepts discussed in the class will be
released. Students need not submit this homework. Tutorial sessions are used to teach the
utilization of tools such as Visual Studio Code, GCC, GDB, GIT, Makefiles, perf, valgrind
etc. Lab sessions are used to solve programming assignments and teaching assistants help
students in developing program logic, debugging etc. on an individual basis. Faculty conducts
office hours once in week. On the rest of the days, teaching assistants conduct office hours.
This ensures continuous support to students. Key milestones are defined. Feedback from the
students at those milestones are taken. The provided feedback is taken to fine tune the course
and provide special support to students who are lagging behind. Five to six programming
assignments are designed which gives an in-depth understanding of various concepts discussed
in the class and their application to new problem scenarios along with proper analysis. Some
problems involve evaluating, comparing and contrasting multiple solution approaches.
6. Assessment methods and weightages in brief
1. Programming Assignments (5 to 6) : 50 percent

2. Best 2 out of 3 Programming Lab Exam: 2 x 15 = 30 percent
3. Best 2 out of 3 Theory Exams : 2 x 10 = 20 percent
Page 17 of 112
For programming assignments and lab exams, online judges such as DMOJ are used to provide
immediate feedback to students. While some test cases are revealed, others are hidden. Partial
marks are allocated for code peer-reviewing in programming assignments.
Real Analysis
Course Code : IMA.303
Title of the Course : Real Analysis
L-T-P : 3-1-0.
Credits :4

Elementary knowledge of Calculus
Much of mathematics relies on our ability to be able to solve equations, if not in explicit exact forms,
then at least in being able to establish the existence of solutions. To do this requires a knowledge of so-
called "analysis", which in many respects is just Calculus in very general settings. The foundations for
this work are commenced in Real Analysis, a course that develops this basic material in a systematic
and rigorous manner in the context of real-valued functions of a real variable..

On successful completion of this course, students will be able to:
CO1. describe the fundamental properties of the real numbers that underpin the formal development of
real analysis;
CO2. demonstrate the knowledge of an understanding of the theory of sequences and series
CO3. demonstrate skills in constructing rigorous mathematical arguments;
CO4. apply the theory in the course to solve a variety of problems at an appropriate level of
difficulty;
CO5. demonstrate skills in communicating mathematics.
CO6: analyse how abstract ideas and regions methods in mathematical analysis can be applied to
important practical problems.
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and

Program Specific Outcomes (PSOs) – Course Articulation Matrix
PO PO PO PO PO PO PO PO PO PO PO PO PS PS PS PS
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3 O4
C
2 2 2 2 3 - 1 - 3 1 3 2 3 3 2 3
O1
Page 18 of 112
C
2 2 2 1 3 - 1 - 2 2 2 3 3 2 1 1
O2
C
1 1 1 1 1 1 1 - 2 2 2 1 1 1 1 1
O3
C
3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
O4
C
3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
O5
C
1 1 1 1 1 2 1 - 1 1 1 1 1 1 1 1
O6
‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
4. Detailed Syllabus:
Unit 1 Sequence of real No, Bounded and Unbounded Sets, Supremum, Infimum, Limit points
of a set, Closed Set, Countable and uncountable sets. Sequences, Limit points of a Sequence.
Limits Inferior and Superior, Convergent sequence, Non convergent sequence, Cauchy
General Principle of Convergence, bounded and monotone sequence, Infinite Series, Positive
Term Series, Convergence of series of real numbers, Necessary condition, Absolute
convergence and power series, Convergence tests for series.
(9 hours)
Unit 2 Mean value theorems (Rolle’s Theorem, Cauchy Mean Value Theorem, Lagrange’s
Mean Value Theorem), Indeterminate forms, Taylors Series, Partial derivatives. Integration as
a limit of a sum, Some integrable functions, Fundamental theorem of Calculus, Mean Value
Theorems of Integral calculus, Integration by parts, Change of variable in an integral, Second
Mean value theorem, Multiple integrals,
(9 hours)
Unit 3: Vector, Vector operations, Products, Areas and Determinants in 2D, Gradients, Curl
and Divergence, Volumes and Determinants in space. Differential equations of first order and
first degree. Linear ordinary differential equations of higher order with constant coefficients.
Elements of Partial Differential Equation (PDE).
(7.5 hours)
Unit 4: Analytic function of complex variable, CR Equation, harmonic functions, Laplace

equation, applications (7.5 hours);
Unit 5 Integration of a function of a complex variable, M-L inequalities. Cauchy’s Integral

Theorem. Cauchy’s Integral formula. Taylor’s and Laurent Expansion, Poles and Essential
Singularities, Residues, Cauchy’s residue theorem, Simple contour integrals.
( 9 hours)
Page 19 of 112
• A project related to the above syllabus will be done by students to be submitted
by the end of the semester.
References:
• Rudin, Walter, Principles of Mathematical Analysis, third edition,
International
Series in Pure and Applied Mathematics. McGraw-Hill Book Co., New
YorkAuckland-D¨usseldorf, 1976
•
Bartle, Robert G., The Elements of Real Analysis, second edition, John Wiley &
Sons, New York-London-Sydney, 1976. (for Fourier Series)
•
Ross, Kenneth A., Elementary Analysis. The Theory of Calculus, second edition,
in
collaboration with Jorge M. L´opez, Undergraduate Texts in Mathematics,
Springer,
New York, 2013.
• Kreyszig, Erwin. (1983). Advanced engineering mathematics. New York
:Wiley,
• Goldberg, Richard R., Methods of Real Analysis, second edition, John Wiley
&
Sons, Inc., New York-London-Sydney, 1976.
• Churchill, Ruel V. and Brown, James Ward, Complex Variables and

Applications,
fourth edition, McGraw-Hill Book Co., New York, 1984
• Ahlfors, Lars V., Complex Analysis: An Introduction to the Theory of Analytic

Functions of One Complex Variable, third edition. International Series in Pure
and
Applied Mathematics, McGraw-Hill Book Co., New York, 1978.
5.Teaching-Learning Strategies in brief:
Lectures in the classroom teaching, weekly tutorials involving problem solving and active
learning by students and Project-based Learning
6. Assessment methods and weightages in brief:
Assignments in theory: 10 marks, Quizzes in theory: 10 marks, Mid Semester Examination in

theory: 20 marks, End Semester Examination in Theory: 30 marks, Assessment project: 30
marks
Digital Systems and Microcontrollers

Page 20 of 112
Name of the Academic Program: B.Tech in ECE
Course Code : S21EC2.101
Title of the Course : Digital Systems and Microcontrollers (DSM)
L-T-P : 3-1-3
Credits :5

Understanding of basic algebra concepts taught up to the 10+2 level
2. Course Outcomes (COs):
After completion of this course successfully, the students will be able to.
CO-1: Solve problems pertaining to the application of Boolean algebra, number systems, and
simplification of logic expressions using Karnaugh maps.
CO-2: Develop a simplified combinational circuit as a solution for a given problem.
CO-3: Analyze a real-world problem to develop a digital design solution using sequential circuits to
solve the problem.
CO-4: Describe the working of a basic 8-bit von Neumann architecture processor.
CO-5: Develop skills for simulating circuits using basic components on online simulation tools
(example, Tinker CAD).
CO-6: Design, implement and test a given logic circuit using basic electronic components such as
breadboards, ICs etc.
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Progr:am Specific
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3 O4
3 3 1 1 2 1 1 1 1 3 1 2 1 2 1 1
C
O1
1 2 3 2 1 1 1 1 1 1 1 2 2 2 1 1
C
O2
1 2 3 2 1 1 1 1 1 2 1 2 3 2 1 1
C
O3
2 2 1 2 1 2 1 1 1 2 2 3 3 2 3 3
C
O4
1 2 3 2 3 2 1 1 3 2 3 1 2 1 3 2
C
O5
Page 21 of 112
C 1 2 3 2 3 2 1 1 3 2 3 1 3 1 3 2
O6
Note: 3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
Unit 1: Number systems and interconversions (binary, decimal, hexadecimal), postulates of Boolean
algebra, binary logic gates, binary functions
Unit 2: Simplification of binary expressions using K-maps, logic function implementation,
combinational circuits
Unit 3: Latches and flip-flops, types of flip-flops, internal circuit design and operation
Unit 4: Sequential circuits, state diagrams, state tables, state equations, applications of sequential
circuits Unit 5: Registers and counters, memory and processor architecture
Reference Books:
1. M. Morris R. Mano and Michael D. Ciletti (2013), Digital Design, 6th Ed, Pearson.
5. Teaching-Learning Strategies in brief (4 to 5 sentences):

The course instruction is delivered through lectures with examples of real-world application of
electronic systems to foster student understanding and interest. The course is structured as a theory and
laboratory course, such that the concepts and circuits introduced in the theory classes can be
experimentally applied and understood by the students. Assignments are designed to encourage
students to critically think about the concepts discussed in the class and to learn to independently solve
problems.
6. Assessment methods and weightages in brief (4 to 5 sentences):
Continuous evaluations:
Assignments – 10%
MCQ Quizzes – 20%
Lab reports – 20%
Comprehensive evaluations:
Lab exam – 15%
End semester exam in Theory – 35%
Electronics Workshop-1
Name of the Academic Program : B. Tech. in ECE
Course Code :
Title of the Course :Electronic Workshop-1
L-T-P :0-1-3
Credits :2
Pre-requisite Course/ Knowledge:
Basics of Circuit Analysis Introductory C Programming
Page 22 of 112
Course Outcome EW1:
CO1 - Familiarization and demonstration of skill in handling electronic equipment and
components such as Power Supplies, Signal Generator, CRO, bread-boards, soldering iron,
passive components and active devices.
CO2 - Design and implementation of electronic circuits that involve analog and digital
components, on breadboard and further observing, recording, analyzing and interpreting the
results therein.
CO3 - Demonstration of psycho-motor skills in the form of connecting components on a
breadboard, wiring, soldering circuits, and understanding of electronic hazards.
CO4 - Understanding and demonstration of tool usage in the form of Multi-Sim/LTSpice for
simulation, verification and analysis of circuits
CO5 - Understanding the role of software – hardware interface in the form of software
implementation on controller boards and their interface to electronic circuits. Demonstrate
proficiency on the same
P P P P P P P P P P P P PS PS PS PS
O O O O O O O O O O O O O1 O2 O3 O4
1 2 3 4 5 6 7 8 9 10 11 12
CO1 1 1 1 1 3 3 1 1 1 1 1 3 3 1 3 3
CO2 3 2 1 3 2 1 1 1 3 3 1 3 3 3 1 1
CO3 1 1 3 2 3 3 3 3 1 1 1 3 2 1 3 3
CO4 1 1 1 1 3 1 1 1 3 1 1 3 3 3 3 1
CO5 1 1 1 1 3 1 1 1 3 1 1 3 1 3 2 3
Detailed Syllabus:
1. Know your equipment and components - Lab Equipment and components
familiarization such as Power supply, Signal Generator, Oscilloscope, Breadboard,
Transistor, Resistor etc...
2. Design, Implementation and Analysis - Implement circuits such as Voltage
Regulator record, analyze and interpret the results. Around 3-4 circuits will be dealt
with in this section.
3. Electronic Circuit Design Simulation Software - Learning to install and use
Multisim. Design one of the earlier experiments on Multisim and compare hardware
and simulation results
4. The Art of Soldering - Solder one of the implemented circuits now on a general
purpose PCB/Vector Board, record results, compare with the previous implementation
on the bread board
5. Hardware Software Symbiosis - Use of controller boards to interface with
electronic circuits and actuators, showcase the need for software-hardware interplay
Teaching-Learning Strategies in Brief:
Page 23 of 112
Learning by Implementation and Verification of Theoretical Understanding on Hardware,
Individual learning through Experimentation, Participatory Learning and Learning by
Interaction and Teamwork through Final Project. The experiments and projects are designed
to materialize the above learning strategies. Individual experiments teach and enable real world
understanding of concepts of electronic and circuit theory. Quizzes provoke the students
towards the connections between theoretical understandings and their actual realization on
hardware, often not touched in the regular coursework. Final project materializes an integrated
and application driven understanding of the learnings acquired from the experiments.
Reference Books:
1. Hayt, Kemmerly and Durbin, “Engineering Circuit Analysis”
2. Sedra and Smith, “Microelectronic Circuits”,
3. Atmel, ATMega2560, User Manual
Grading:
1. Assessment of Lab Performance in 5 Experiments : 30%
2. Quizzes/Viva on Assessment of Theoretical Foundations: 30%
3. Final Project Performance: 40%
Value Education-1
Name of the Academic Program : B. Tech. in ECE, BTech in CSE
Course Code : OC3.101
Title of the Course : VALUE EDUCATION - I
L-T-P : 12-6-0 (Total number of hours)
Credits: 2
1.Prerequisite Course / Knowledge: -NIL-
2.Course Outcomes (COs) :
CO-1: Apply the basic framework of universal human values to the self.
CO-2: Look at larger issues that (for many reasons) most are not exposed to: social, political,
community, family, individual, etc. in a sensitized way.
CO-3: Understand themselves and their own roles within the bigger context. What are really,
truly important to them? What are made important by others?
CO-4: Engage and connect with others and nurture the relationships.
CO-5: Think to shape and change the world, and not be mere technologists or scientists.
Page 24 of 112
P P P P P P P P P
PO PO PO PS PS PS PS
O1 O2 O3 O4 O5 O6 O7 O8 O9
10 11 12 O1 O2 O3 O4
C - - - - - 3 2 3 2 - - - - - - -
O1
C - - - - - 3 3 3 3 - - - - - - -
O2
C - - - - - 3 3 3 2 - - - - - - -
O3
C - - - - - 2 3 3 3 - - - - - - -
O4
C - - - - - 3 3 3 2 - - - - - - -
O5
Note: ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping
Unit 1: Goal in life - short term and long term goals; Basic aspirations - Happiness and
Prosperity; Role of education and human conduct; Self-exploration; Developing a holistic
view
Unit 2: Gratitude and the need to acknowledge one’s gratefulness; Understanding Self and
Other;
Unit 3: Living in harmony at 4 levels: self-self, self-family, self-society, self-nature
Unit 4: Understanding needs of body and self; Right understanding of physical facilities and
relationships; Understanding human relationships; Trust and Respect - the foundational values
in relationships;
Unit5: Harmony in Society; The sense of safety, justice and peace in society; Nature and
Sustainability; Self-reliance and Gandhian thought
Reference Books:
1. R.R. Gaur, R. Sangal, G. P. Bagaria. 2009. A Foundation course in Human Values and
Professional Ethics. Excel books, New Delhi.
2. Randy Pausch. 2008. The Last Lecture. Hachette Books.
3. E. F. Schumacher. 1973. Small is beautiful: a study of economics as if people mattered.
Blond & Briggs, Britain.
4. P. L. Dhar, R. R. Gaur. 1990. Science and Humanism. Commonwealth Publishers.
This is a discussed based course. The instructor shares information on a topic and guides the
discussion in the class by asking the right questions. By keeping the objectives in mind, the
instructor adopts different techniques including smaller group discussions, role-play/skit, use
of video clips or images to analyse and some activities to keep the students engaged in class
Page 25 of 112
throughout. Talks by experts who made a difference are also organised for the batch. Field
trips to farms, orphanages, old-age homes, villages and jails are arranged as part of the
induction programme, in parallel to the classes in VE for the first year UG batch.
This is a Pass/Fail course. The assessment methods include submissions of assignments and
term papers. Critical thinking is expected from watching relevant short films or by reading
assigned books. The classroom participation is also taken into consideration for evaluation.
There are a few community-based activities and projects also. Participation in them is also
important.( weightage for each kind of assessment may be given.)
Linear Algebra
Name of the Academic Program : BTech in Computer Science
Course Code :
Title of the Course : Linear Algebra
L-T-P : 3-1-0
Credits :4
Prerequisite Course / Knowledge:

This is one of the first math courses and only assumes school knowledge of maths.
Course Outcomes (COs):
After completion of this course successfully, the students will be able to...
CO-1: Explain the basic mathematical concepts like vector space, Basis, Linear
Transformation, Rank Nullity Theorem, Matrix Representation of Linear Transformations,
System of Equations, Determinants.
CO-2: Demonstrate familiarity with Eigenvalues, Eigenvectors, Orthogonality and Matrix
Decomposition theorems.
CO-3: Synthesize proofs of theorems related to Matrices and Vector Spaces using clear
mathematical and logical arguments.
CO-4: Apply principles of Spectral Decomposition and Singular Value Decompositions to real
world problems in Image Compression, Principal Component Analysis etc.
CO-5: Design dimension reduction techniques with approximation guarantees using Best Fit
Subspaces.
CO-6: Create mathematical models using principles of Linear Algebra and analyze them.
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and
CO1 2 3 1 3 1 1 1 1 2 2 1 3 1 1 1 2
CO2 1 2 2 2 1 1 1 1 2 2 1 1 3 1 1 2
CO3 2 3 1 3 1 1 1 1 2 2 1 3 2 1 1 2
CO4 1 3 2 2 1 1 1 1 2 2 1 1 3 1 2 2
CO5 1 3 2 3 1 1 1 1 2 2 1 1 3 1 1 3
CO6 1 2 1 2 2 1 1 1 2 2 1 2 3 2 2 2
Page 26 of 112
‘3’ for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping.
Detailed Syllabus:
Unit 1: Vector spaces, subspaces, Linear dependence, Span, Basis, Dimension, Finite
dimension vector spaces Linear transformation, Range and Null space of linear transformation,
Rank Nullity Theorem, Sylvester's Law, Matrix representation of a linear transformation for
finite dimensional linear spaces, Matrix operations, change of basis, Rank of a Matrix, Range
and Null Space of a matrix representing a linear transformation. Linear spaces with inner
product [inner product example over space of functions: orthogonality and orthogonal
functions in L_2.
Unit 2: System of Linear Equations, Row-echelon form, reduced row-echelon form. Gauss-
Jordon elimination, Solution of linear systems using Gauss-Jordon elimination, matrix
inversion by Gauss Jordon elimination, Understanding Range Space and Solution Space using
Rank-Nullity Theorem.
Unit 3: Eigenvalues and Inner product: Eigenvalues & Eigenvectors, Norms, Inner Products
and Projections, Applications like Analysis of Random Walks.
Unit 4: Advanced Topics: Spectral & Singular Value Decomposition Theorems, Applications
of SVD and Best Fit Subspaces
Reference Books:
1. Linear Algebra, 2nd edition, K. Hoffman and R. Kunze. , Publishers, Edition,
Year
2. Finite Dimensional Vector Spaces, P. Halmos. , Publishers, Edition, Year
3. Introduction to Linear Algebra, Gilbert Strang. , Publishers, Edition, Year
4. Linear Algebra Done Wrong, Sergei Treil., Publishers, Edition, Year
Teaching-Learning Strategies in brief (4 to 5 sentences):

Lectures will initially introduce the motivations, concepts, definitions along with simpler
examples. This will be followed by assignments and quizzes that will make sure that the
students have understood the concepts. These will be followed by deeper lectures and
assignments which lead the students to the bigger questions in the area. These will also be
supplemented with real world engineering problems so that they can apply the concepts
learned by them.
Assessment methods and weightages in brief (4 to 5 sentences):
• In-class Quizes: 15%
• Assignments: 15%
• Class Test 1: 10%
• Class Test 2: 10%
• Mid Semester Exam: 20%
• End Semester Exam: 30%
Analog Electronics Circuits

Name of the Academic Program : B. Tech in ECE
Course Code :
Title of the Course : Analog Electronic Circuits
L-T-P : 3-1-1
Page 27 of 112
Credits :5
( L= Lecture hours, T=Tutorial hours, P=Practical hours)
1.Prerequisite Course / Knowledge: NeSS, DSM, EW1,
CO-1 Describe the devices: diode, transistors and their operation.

CO-2 Explain the operation for basic MOSFET & BJT circuits: mirrors, biasing circuits and different
amplifier configurations.
CO-3 Draw equivalent circuit and examine the circuit, formulate gain & ac/dc parameters (dc analysis &
small signal analysis).
CO-4 Demonstrate simulation of the above mentioned basic circuits, change parameters to obtain desired
output.
CO-5 Simulate, plot & perform frequency analysis of amplifiers, predict temperature based behavior and
explain mismatch.
CO-6 Design simple MOSFET biasing circuits and amplifiers.
CO-7 Design circuit on breadboard and characterize it.
CO1 3 1 1 1 1 1 1 1 1 1 1 3 2 2 1 3
CO2 3 3 1 1 1 1 1 1 1 3 1 3 2 3 3 3
CO3 2 2 3 2 1 1 1 1 1 1 1 3 2 2 3 3
CO4 2 1 2 3 3 1 2 1 1 1 1 3 2 3 1 3
CO5 2 2 2 2 3 2 2 1 2 1 2 3 3 3 1 3
CO6 2 1 3 2 1 3 2 1 1 2 3 3 2 2 3 3
CO7 3 3 3 3 3 2 1 2 3 3 3 3 3 2 3 3
level’ mapping
Unit 1: Semiconductor Basics & P-N junction

Unit 2: MOSFET Operation & Biasing
Unit 3: Single stage Amplifiers
Unit 4: Differential Amplifier & Operational Amp
Unit 5: BJT
Unit6: Misc Topics
Unit7 (Laboratory): Super position theorem, transistor biasing etc.
Reference Books:
1. Fundamentals of Microelectronics by Behzad Razavi
Page 28 of 112
2. Microelectronics Circuits by Sedra and Smith

Students will be applying the lecture discussion to solved examples shared with them in the class. The
assignments given will reinforce the concepts. Class room learning will be done in interactive method as
much as possible. Occasionally self assessment test (1minute paper) will be given. In lab class, students
will make simple circuits using simple basic components.

Mid Sem Exam 1 15*
Mid Sem Exam 2 15*
End Exam 15*
Assignments 25
Mini Project 25
1 minute paper (in class) [weekly
5
prescheduled]
Information and Communication

Name of the Academic Program : B. Tech in Electronics and Communication Engineering
Title of the Course : Information and Communication
L-T-P :3-1-0
Credits :4
Basic idea of communication system, analog modulation and demodulation, basics of signals in
time and frequency, basics of probability, basic understanding of binary number system.
2. Course Outcomes (COs) :
CO-1: List all components in a typical communication system, and distinguish between analog
and digital communications.
CO-2: Apply principles of information theory to calculate the entropy of a random source and
the channel capacity of some simple noisy communication channels.
CO-3 : Discuss Shannon’s Source Coding and Channel Coding Theorems and recognize their
significance for modern communication.
Page 29 of 112
CO-4: Employ probabilistic and combinatorial ideas to obtain a sketch of the proof of the
Shannon’s source coding and channel coding theorems for some simple sources and channels.
CO-5: Analyze the performance of Huffman source coding for any given random source and
some basic error correcting codes for some simple noisy communication channels.
CO-6: Evaluate the essential information and communication theoretic quantities in a wide
variety of communication systems used in practice.
P PS PS PS
PO1 PO2 PO3 PO4 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1
O5 O2 O3 O4
3 2 - - - - - - - - - 2 - 3 1 -
CO
1
2 2 - 2 - - - - - - - 2 - 3 1 -
CO
2
3 2 - - - - - - - - - 2 - 3 2 -
CO
3
3 1 - - - - - - - - - 2 - 3 2 -
CO
4
3 2 - - - - - - - - - 2 - 3 2 -
CO
5
CO 3 2 - - - - - - - - - 3 - 3 2 -
6
Unit 1 : Examples of analog and digital signals, Conversion of Signals to Bits via Sampling,
Quantization and Analog-Digital converters.
Unit 2: Sources of information, Information measure, Entropy, Representing sources as bit
sequences, Source codes, Shannon’s Source Coding Theorem, Huffman Coding
Unit 3: Communication Resources – Analog and Digital Modulation, Probability of Error,
Types of Channels (Wireless/Wireline), Noise, Binary Input-Binary Output Channels,
Derivation of Binary Symmetric Channel from Gaussian Channels with Power Limitations.
Unit 4: Channel Codes, Shannon’s Channel Coding Theorem, Motivation and Simple Examples
of Error Correcting Codes
Reference Books:
1. McEliece, R. (2002). The Theory of Information and Coding (2nd ed., Encyclopedia of
Mathematics and its Applications). Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511606267.
2. Gallager, R. (2008). Principles of Digital Communication. Cambridge: Cambridge
University Press. doi:10.1017/CBO9780511813498.
3. Venkatesan Guruswami, Atri Rudra, Madhu Sudan, “Essential Coding Theory”, Publisher:
University of Buffalo, Available online at https://cse.buffalo.edu/faculty/atri/courses/coding-
theory/book/web-coding-book.pdf.
Page 30 of 112
4. Thomas M. Cover, Joy A. Thomas, “Elements of Information Theory”, 2nd Edition, ISBN:
978-0-471-24195-9, June 2006,.
The course is conducted through systematically prepared lectures and tutorial sessions. The
lecture sessions are held in an interactive manner with short pop-quizzes for 1-2 minutes at
appropriate junctures through which the instructor can understand the pulse of the classroom
and whether the students are able to follow the class or otherwise. Based on these the lectures
are fine-tuned (increase/decrease in pace or complexity of material covered). Further, the
students are divided into groups of 4 or 5 each, and each group presents their understanding of
the lectures in a short 10 minute presentation video per week as home assignment group wise.
We call these as course summaries. Programming assignments are also given as home
assignments which promote implementation-level understanding of theoretical topics taught in
the class. In the tutorial sessions conducted with the help of teaching assistants, students learn
to solve problems associated with the material covered in the lectures. These sessions are
generally highly interactive and offer a platform for students to correct their understanding and
also serve as a launching pad for students to pursue further directions of learning in Information
and Communication theory advanced material that is not usually part of the regular lectures.

Type of Evaluation Weightage (in %)
2 Mid Semester Exams 2 x 15 = 30%
Home assignment (Course Summaries and 30%
Programming assignments – group wise)
End Semester Exam 40%
Data Structures and Algorithms

Name of the Academic Program : B.Tech in Computer Science and Engineering
Title of the Course : Data Structures and Algorithms
L-T-P : 3-1.5-3.
Credits :4
(L = Lecture Hours, T = Tutorial Hours, P = Practical Hours)

CS1.302 - Computer Programming
CO-1: Explain the design and implementation details of fundamental data structures and sorting/searching
algorithms. (Cognitive Level: Understand)
CO-2: Write programs involving fundamental data structures and sorting/searching algorithms (Cognitive Levels:
Apply and Analyze)
Page 31 of 112
CO-3: Compare and contrast the performance of different data structures and sorting/searching algorithms with
respect to time and memory. (Cognitive Levels: Analyze and Evaluate)
CO-4: Discover the algorithmic logic and new composite data structures required to solve well-defined
computational problems while following specified compute constraints. (Cognitive Levels: Apply and Analyze)
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
CO1 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1
CO2 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
CO3 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1
CO4 3 1 3 3 1 1 1 1 3 1 1 1 1 1 1 1
• Unit-1
o Recap: Array, Pointers, Structures, Asymptotic Complexity
o Abstract Data Types
• Unit-2: Linear Data Structures
o Linked Lists
o Stacks
o Queues
• Unit-3: Non-linear Data Structures
o Binary Trees and Search Trees
o Hash Tables, Sets, Maps
• Unit-4: Sorting Algorithms
o Sorting – Insertion
o Sorting – Selection, Merge, Quicksort
o Heapsort
o Counting Sorts
o Radix Sort, External Sorting
o Sorting – External, Selection Algorithms
o Selection Algorithms
• Unit-5: Graph Algorithms
o Graphs – Representation and Algorithms
o Graphs – Representation and Algorithms (DFS, Dijkstra, Bellman)
o Graphs – Representation and Algorithms (MST)
o Graphs - Strongly Connected Components
• Unit-6: Advanced Data Structures
o AVL Trees
o Suffix Trees
Reference Books:
1. Data Structures and Algorithm Analysis in C (M.A. Weiss), Pearson
Page 32 of 112
Lectures are conducted in a highly interactive fashion. The design and implementation of data
structures and sorting/searching algorithms is done as an in-class coding exercise. Tutorial sessions are
used to teach the utilization of tools such as Visual Studio Code, Git etc. Lab sessions are used to solve
programming assignments and teaching assistants help students in developing program logic,
debugging etc. on an individual basis. Faculty conducts office hours once in week. Additionally,
teaching assistants conduct office hours. This ensures continuous support to students. Five to six
programming assignments are designed which gives an in-depth understanding of various concepts
discussed in the class and their application to new problem scenarios along with proper analysis. Some
problems involve evaluating, comparing multiple solution approaches.
1. Programming Assignments (5): 40%
2. Programming Lab Exam: 15%
3. Best 2 out of 3 Theory Exams: 30%
4. Mini Project (4 members per team): 15%
For programming assignments and lab exams, online judges such as DMOJ are used to provide
immediate feedback to students. While some test cases are revealed, others are hidden. Partial marks
are allocated for code peer-reviewing in programming assignments. For mini project, a presentation
followed by a code-execution demonstration is used for evaluation.
Probability and Random Processes
Name of the Academic Program : B. Tech in Electronics and Communication Engineering

Course Code : MA6.102
Title of the Course : Probability and Random Processes
L-T-P :3-1-0
Credits :4
Basic idea of set theory, counting
CO-1: Describe the probability space associated with an experiment, conditional

probability and Bayes theorem
CO-2: Give examples of discrete and continuous random variables and their distributions
CO-3: Calculate conditional and marginal distributions, distributions of functions of random
variables, expectation and variance
CO-4: Analyze the properties of independent random variables, sums of random variables
CO-5: Interpret the tail bounds, law of large numbers and central limit theorem
CO-6: Evaluate the real world applications of random variables and random processes
Page 33 of 112
PO1 PO2 PO3 PO4 PO 5 PO 6 PO 7 PO 8 PO9 PO1 0 PO1 1 PO12 PSO1 PSO 2 PSO 3 PSO 4
CO1 3 3 2 2 1 - - - - - - - - 3 2 3
2 3 2 2 1 - - - - - - - - 3 2 3
CO2
3 3 2 2 1 - - - - - - - - 3 2 3
CO3
3 3 2 2 1 - - - - - - - - 3 2 3
CO4
3 3 2 2 1 - - - - - - - - 3 2 3
CO5
CO6 3 3 2 2 1 - - - 2 2 - 2 - 3 2 3
Unit 1 : Sets and set operations, Probability space, Conditional probability and Bayes theorem.
Unit 2: Discrete random variables, probability mass function, probability distribution function,
example random variables and distributions, Continuous random variables, probability density
function, probability distribution function, example distributions.
Unit 3: Joint distributions, functions of one and two random variables, expectation and
variance, Conditional distribution, densities, conditional expectation, moment generating
functions, characteristic functions.
Unit 4: Markov, Chebyshev and Chernoff bounds. Random sequences and modes of
convergence, Strong and weak laws of large numbers, central limit theorem.
Unit 5: Random processes, Mean and covariance functions, Stationary processes and wide-
sense stationary processes, power spectral density, linear filtering of random processes.
Reference Books:
1. Bertsekas, Dimitri P., and John N. Tsitsiklis. Introduction to Probability. Vol. 1. Belmont,
MA: Athena Scientific, 2002.
2. Henry Stark, John. W. Woods, Probability and Random Processes with Applications
to Signal Processing, 3rd edition, Prentice Hall, 2002.
3. Gallager, R. (2008). Principles of Digital Communication. Cambridge: Cambridge
University Press. doi:10.1017/CBO9780511813498.
4. Sheldon Ross, Introduction to Probability Models, Academic Press, 2010.
The course has lectures supported by tutorials. In tutorials, problems related to the concepts
presented in the class are solved by teaching assistants. Quizzes and group learning activities
are conducted periodically so that students can actively engage with the course material. An
assignment is given towards the end of the course, which requires the students to understand
various applications of the theory and prepare a report.
Page 34 of 112
Mid Semester Exam 15%
Quizzes/Viva 35%
Home Assignments 25%
Signal Processing
Title of the Course : Signal Processing
L-T-P :3-1-3
Credits :5
Should have taken the course Network Signals and Systems.

A prior knowledge of calculus and complex numbers is required.
After completion of this course successfully, the students will be able

to..
CO-1: Describe continuous-time and discrete-time signals using various representations
CO-2: Apply various transforms including Fourier transform, DTFT, and Z-transform to study
signals and systems
CO-3: Apply sampling theorem to do analog-to-digital conversion of signals, perform ideal and
non-ideal reconstruction of signal from its samples
CO-4: Examine computational complexity of efficient DFT implementations using FFT
CO-5: Design digital filters with specified requirements to process signals
CO-6: Analyze systems and real-world signals using signal processing tools in MATLAB software
CO-7: Analyze a signal processing application or problem by reading research papers and
performing simulations as part of the course project
Page 35 of 112
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Outcomes (PSOs)
CO1 3 3 1 1 2 - - - - - - 1 - 3 - -
CO2 3 3 2 2 2 - - - - - - 1 1 3 - -
CO3 3 3 3 2 2 - - - - - - 1 - 3 1 1
CO4 3 3 3 3 2 - - - - - - 1 - 3 1 1
CO5 3 3 3 3 2 - - - - - - 1 1 3 1 1
CO6 3 3 3 3 3 - - - 3 2 - 1 1 3 1 1
CO7 3 3 3 3 3 - - - 3 2 2 1 - 3 1 1
Detailed Syllabus:
Unit 1: Fourier transform (FT) of continuous-time signals, analysis of linear and time invariant
(LTI) systems using Fourier transform
Unit 2: Sampling and reconstruction of bandlimited signals, analog-to-digital conversion, aliasing,
quantization
Unit 3: Analysis of discrete-time signals and systems using Fourier transform (DTFT) and Z-
Transform
Unit 4: Discrete Fourier transform (DFT) for finite length sequences, efficient implementation of
DFT using radix-2 fast Fourier transform (FFT) algorithms Unit 5: Digital filter design, techniques
for FIR and IIR filter design
Reference Books:
1. Signals and Systems by A.V. Oppenheim, A.S. Willsky and S.H. Nawab (2015)
2. Digital Signal Processing: Principles, Algorithms and Applications by J.G. Proakis and D.
Manolakis (2007)
3. Digital Signal Processing: A Computer Based Approach, S.K. Mitra (2013)
4. Principles of Signal Processing and Linear Systems, B.P. Lathi (2009)
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Lectures are used to explain the core concepts in signal processing and work out a few problems.
Detailed handwritten notes are shared along with book sections and practice problems. A short
question is posted at beginning of class to gauge understanding of previous lecture. Tutorials are
used mainly for doubt clarifications and problem solving. Assignments are given to promote
application of concepts to difficult problems. The weekly lab sessions supplement the course
lectures with MATLAB software based signal analysis which are evaluated through short viva. The
course project exposes students to advanced concepts and real-world applications in the domain.
The lab sessions and final course projects are done in teams of two to encourage collaborative
problem solving and team participation.
Continuous evaluations:
− Quizzes: 30%
− Assignments: 10%
− Lab viva and evaluations: 15%
Comprehensive evaluation:
− Project: 20%
− End Exam: 25%
Systems Thinking
Course Code :
Title of the Course : Systems Thinking
L-T-P :3-1-0
Credits :4
None
Page 37 of 112
CO-1: Apply knowledge of 1st principles from physics to develop system model
CO-2: Develop state-space formulation for systems and analyze the behavior of 1st and 2nd
order systems via time-domain specification for transients and steady-state
CO-3: Design and develop proportional, derivative and integral controllers
CO-4: Demonstrate a familiarity with organization of biological system and their parts
CO-5: Apply principles of control to biological systems
CO-6: Analyze emergent properties of biological systems by mathematical modelling
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and

CO1 3 3 2 1 1 1 1 1 1 1 1 3 1 1 1 3
CO2 2 3 3 2 2 1 1 1 1 1 1 3 1 1 1 3
CO3 2 3 3 3 3 1 1 1 1 1 1 3 1 1 1 3
CO4 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1
CO5 2 3 2 2 2 1 1 1 1 1 1 3 1 1 1 1
CO6 2 3 3 3 3 1 1 1 1 1 1 3 1 1 1 1
Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs).
Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’mapping Mapping with PSOs, where applicable.
Detailed Syllabus:
Unit 1: Mathematical modelling of systems via transfer functions and state-space

Unit 2: Time-domain performance and stability analysis of first and second order
systems
Unit 3: Biological signals and systems (case study)
Unit 4: Design principles of biological systems and control
Unit 6: Modeling and design of biological circuits
Page 38 of 112
Reference Books:
1) Modern Control Engineering by K Ogata, Prentice Hall.

2) An Introduction to Systems Biology: Design Principles of Biological
Circuits,Uri Alon , Chapman & Hall.
3) Biomolecular Feedback Systems, Domitilla Del Vecchio and Richard
M. Murray,Princeton University Press
The course lectures will include activities that promote the understanding of the
lecture content by using small examples that students work out during the class
itself and promote active and participatory learning. A good part of the lecture
will involve problem solving and finding solutions to problems. Homework
assignments are designed to reiterate the material covered in class lectures and
apply them via simulation.
Quiz1: 15%
Quiz 2: 15%
− End Exam: 40%
VLSI Design
Academic Program : B.Tech. in Electronics and Communication Engineering

Title of the Course : VLSI Design
L-T-P : 3-1-0.
Credits :4

Digital electronics, Network theory.
CO-1: Analyze delay and noise performances of CMOS inverter
CO-2: Apply the knowledge of delay and noise analysis of CMOS inverter for other logic styles
Page 39 of 112
CO-3: Apply the knowledge of different logic styles for developing digital building blocks such
as gates, multiplexors, latches and flip-flops
CO-4: Design delay optimized multistage logic circuits by using method of logical effort
CO-5: Design combinational circuits using CMOS and pass transistor logic for minimum delay
and maximum noise margin performances
CO-6: Design a delay optimized sequential CMOS circuit such as 8-bit multiplier for the given
load and speed requirements, while ensuring no setup time or hold time violations and verify its
post layout performance using SPICE tools
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
CO1 3 3 2 2 2 - - 1 3 1 - 2 3 - - -
CO2 3 3 3 2 2 - - 1 3 3 1 3 3 - - -
CO3 3 3 3 2 2 - - 1 3 3 1 3 3 - - -
CO4 3 3 3 2 2 - - 1 3 3 1 3 3 - - -
CO5 3 3 3 2 2 - - 1 3 3 1 3 3 - - -
CO6 3 3 3 2 2 - - 1 3 3 1 3 3 - - -
‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping.
Unit 1 (Introduction to VLSI design): 1) Introduction to VLSI design (top-bottom approach) -

flow, applications, technologies, 2) MOSFET, FinFET transistors – Geometry and model, 3)
Introduction to basic building blocks - SPICE, HDL, layout, 4) Moore’s law, technology scaling,
current trends
(5-lectures/7.5-hours)
Unit 2 (CMOS Inverter): 1) Static characteristics- VTC, switching threshold, Noise margin, 2)
Dynamic characteristics – rise time, fall time, delay, power, 3) Why CMOS Inverter, 4) CMOS
inverter design flow- problem of achieving higher speeds (solution/technique discussed in the
following unit), 5) From inverters to other logic - pull-up, pull-down networks, tristate inverter,
Gates, Mux, Latches, Flip-flops, set-up hold time, clocked CMOS and true single phase clocked
(TSPC) latches (7-lectures/10.5-hours)
Unit 3 (Multistage Logic Design and Optimization: 1) Parasitics in layout causing performance
degradation – field transistor, active MOS, gate-drain overlap, latch-up, 2) Method of logical
effort- fan-out, Stage effort, electrical effort, device sizing, design examples. (5-lectures/7.5-
hours)
Unit 4 (Other Logic Styles): Pseudo nMOS, pass transistor logic, Cascode Voltage Switch Logic
(CVSL), Dynamic logic. (3-lecturs/4.5-hours)
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Unit 5 (Other topics Introduction to System Design using HDL): Finite state machines –
Mealy, Moore, Intro to RTL, Data path, Control unit, combinational and sequential circuit design
examples (6-lectures/9-hours)
REFERENCES:
1. Neil H. E. Weste, K. Eshraghian, “Principles of CMOS VLSI Design- A Systems
Perspective”, 2nd Edition, Pearson Education Pvt. Ltd.
2. J. M. Rabaey, A. Chandrakasan, B. Nikolic, “Digital Integrated Circuits - A
Design Perspective”, 2nd Edition, Prentice Hall of India.
3. Stephen Brown and Z. Vranesic, “Fundamentals of Digital Logic with Verilog
Design”, Tata McGraw-Hill Edition 2002.
4. Samir Palnitkar, “Verilog HDL – A Guide to Digital Design and Synthesis”,
Second edition, Pearson, 2003.
5. J. Bhaskar, “Verilog HDL Synthesis- A Practical Primer”, Star Galaxy Pub; 1st
edition, 2001
Fundamentals of VLSI design will be discussed in the course with examples. SPICE tools will
be introduced, and regular assignments will be given based on topics covered in lectures. Weekly
tutorials will be conducted for problem solving and further discussions on any questions related
to topics covered in lectures. A course project will be given that will involve analysis, design,
layout and simulations (schematic and post-layout level) of an analog circuit for given
specifications.

HomeWorks 20%
Course project 20%
Mid Semester exam-1 15%
Mid Semester Exam-2 15%
End semester exam 30%
Science-1
Name of the Academic Program: B. Tech. (CSE)
Course Code:
Title of the Course : Science I
L-T-P : 3-1-0
Credits :4
1.Prerequisite Course / Knowledge: NA

Page 41 of 112
Outcomes of the Second Half (Introduction to Biology):
After completion of this course successfully, the students will be able to
CO-1: Analyse the aims, methodology of science and technology, and their impact on society
CO-2: Explain Special Theory of Relativity and compute its consequences for typical scenarios
of relevance
CO-3: Demonstrate familiarity with Lagrangian and Hamiltonian formulations of mechanics, by
formulating the equations of motion from basic principles for mechanical systems
CO-4: Explain connections between thermodynamics and statistical mechanics and their use in modern
chemical computations
C0-5: Infer the stability of molecules using the concepts of hybridization and molecular orbital theory
CO-6: Recognize the role of symmetry in nature
CO-7: Demonstrate problem solving skills upto a level that allows application to research topic of their
interest
CO1 2 2 1 2 2 2 2 1 1 2 1 2 2 1 1 1
CO2 2 2 2 2 1 1 2 1 1 1 1 2 0 3 2 1
CO3 2 2 1 2 1 1 2 1 1 1 1 2 0 3 2 1
CO4 2 2 1 2 1 1 2 1 1 1 1 2 1 3 2 1
CO5 2 2 1 2 1 1 2 1 1 1 1 2 1 3 2 1
CO6 2 2 1 2 1 1 2 1 1 1 1 2 2 2 2 2
CO7 2 2 1 2 1 1 2 1 1 1 1 2 1 1 1 2
level’ mapping
Unit 1: Mathematical modeling in sciences, (i) geometry and linear algebra, (ii) change and
calculus and (iii) chance and probability. Simple models can have complicated behavior: logistic
map demonstrates deterministic chaos
Unit-2: Forms in nature. Scales of length, time and energy in nature.
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Unit 2: Special theory of relativity: postulates, Lorentz Transformation, Length Contraction, Time
dilation, Doppler effect, relative velocity determination, twin paradox, relativistic momentum and energy.
Space time graphs, and relativity of simultaneity.
Unit 3: Review of Newtonian Mechanics and its difficulties / failures. Introduction to Lagranian and
Hamiltonian formulations, and application to mechanical problems.
Unit 5: Need for Quantum Mechanics. Schrodinger equation for time-dependent and time-independent
scenarios. Application to atoms and molecules; provide qualitative picture of orbital hybridization to
explain the molecular structures
Unit 6: Review of Thermodynamics and introduction Statistical Mechanics and applications to problems
of relevance. Lasers. Fermi statistics, band-gap in semiconductors.
Reference Books:
1. “Concepts in Modern Physics” A Beizer (6th Edition)
2. “Classical dynamics of particles and systems” by Stephan Thornton and Jerry Marion (5th editioon)
3. “Physical Chemistry” Atkins and de Paula (8th Edition)
The objective of the course is to give the CSE/ECE students a good understanding of the concepts in
Modern Physics and modern chemistry. To familiarize the students with available web-based resources,
and problem solving (whenever possible with scientific programming).

Assignments – (20%),
Class notes (10%)
Preannounced and surpise In-class quizzes (25%),
End semester exam (35%)
Communication Theory
Name of the Academic Program : B.Tech. in Electronics and Communication Engineering
Title of the Course : Communication Theory
L-T-P : 3-1-1.
Credits :4

Page 43 of 112
A prior knowledge of signals and systems, probability theory, random variables, and random
process is required.
CO-1. Explain the basic elements of a communication system.
CO-2. Interpret the complex baseband representation of passband signals and systems and its
critical role in modeling, design, and implementation.
CO-3. Explain the basic concepts and implementations of analog modulation and demodulation
techniques.
CO4: Explain different linear digital modulation techniques using constellations such as PAM,
QAM, PSK, orthogonal modulation and its variants.
CO-5: Apply the concepts of power spectral density, energy spectral density and bandwidth
occupancy, Nyquist pulse shaping criterion for avoidance of intersymbol interference.
CO-6. Derive the optimal demodulation schemes for the digital schemes in the presence of
AWGN
CO-7: Evaluate the performance of different digital communications schemes in the presence of
AWGN.
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3 O4
CO
1 1 1 1 1 - - - - 1 - 3 1 3 2 1
1
CO
3 3 - 3 3 - - - - 1 - 3 1 3 - -
2
CO
3 3 - 3 3 - - - - 1 - 3 1 3 2 1
3
CO
3 3 - 3 3 - - - - 1 - 3 1 3 2 1
4
CO
3 3 - 3 3 - - - - 1 - 3 - 3 - -
5
CO
3 3 - 3 3 - - - - 1 - 3 - 3 - -
6
CO
3 3 - 3 3 - 1 - 3 - 3 - -
7
‘3’ in the box denotes ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping
Unit 1: Representation of bandpass signals and systems; linear bandpass systems, response of
bandpass systems to bandpass signals, representation of bandpass stationary stochastic processes
Page 44 of 112
Unit 2: Analog Communication Methods: AM-DSB and SSB, PM, FM-narrowband and
wideband, demodulation of AM and PM/FM, Phased locked loop (PLL); Brief view of Line
Coding and PWM
Unit 3: Digital Modulation: Representation of Digitally Modulated Signals; Memoryless
modulation methods: PAM, PSK, QAM, Orthogonal Multi-Dimensional Signals
Unit 4: Random Processes: Review of Correlation, Energy Spectral Density and Power Spectral
Desity; Noise Modelling, Thermal Noise, AWGN.
Unit 5: Optimum digital demodulation: Hypothesis testing, Signal Space Concepts, Performance
analysis of ML reception, Bit error probability, Link budget analysis
References:
• U. Madhow, “Introduction to Communication Systems,” Cambridge University Press, 2014.
• J.G.Proakis, M.Salehi, “Fundamentals of Communication Systems”, Pearson Education 2006.
• B.P.Lathi, “Modern Digital and Analog Communication Systems”, 3rd Edition, Oxford
University Press, 2007.
Lectures will be integrating ICT into classroom teaching, active learning by students, followed
by weekly tutorials involving problem solving, and project-based learning by doing theoretical
and simulation assignments.
6. Assessment methods and weightages in brief :
Quizzes: 20
MidSem: 20
Assignments: 20
Final Quiz: 40
Electronic Workshop-2
Title of the Course : Electronics Workshop-II
L-T-P : 0-0-6
Credits :4
Name of the Academic Program: B. Tech. in ECE

Basic knowledge of Electronics design (digital, analog, etc.).
After completion of this course successfully, the students will be able to. CO-
1: EW-II will enable students to have conceptual understanding and practical
implementations of theoretical knowledge e.g., p-n junction diode, need of rectifiers,
understanding of filters, understanding the working of transistors in various configuration;
understanding of MOSFET, amplification, conversion, processing, etc.
Practical implementations will reinforce various concepts.
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CO-2: Able to use various tools used in electronic, such as Soldering Iron, soldering wire, flux,
Multimeter (analog and digital), male and female connectors (audio, video), Use of various
devices (MOS, transistors, Diodes, SCR, etc.), Op-amp, Use of electronic instruments (multi-
meter, signal generator, power supply, oscilloscope), etc.
CO-3: At the end of the course students are expected to be able to design and analyse electronic
circuits, which involve many discrete active and passive components.
CO-4: Able to articulate the functionality of such circuits as well as be proficient in

implementing the same in various domains.
CO-5: Posed with a non-obvious design problem the student should feel adequately confident
to come up with the design, implement, debug and get it to work.
Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program
Specific Outcomes (PSOs)
CO1 3 3 2 1 1 1 2 2 2 1 1 3 3 2 2 2
CO2 3 3 2 2 2 1 1 2 1 1 1 3 3 2 2 2
CO3 3 3 3 2 2 1 1 2 2 2 1 2 3 3 3 3
CO4 3 3 3 3 2 1 1 2 2 2 1 3 3 3 3 3
CO5 2 3 3 3 2 1 1 2 3 3 3 3 3 3 3 3
level’ mapping.
Mapping with PSOs, where applicable.
Detailed Syllabus:
EW-II is a project intensive course focused on Electronics (analog, digital, mixed) design and
application while elements of microcontroller programming that aids this design is an option.
The course is broadly divided in two projects;
Project-1 (e.g., Design of an Audio Amplifier) is common to all students (in a group of 2
students with the following specifications (for illustration only)
Supply: 5V
• Input: 10-20 mV peak to peak
• Gain: G1 x G2 ≥ 500 (Pre amp and Gain stage)

• Frequency: Audible range (20 Hz - 20KHz)
• Power: P ≥ 1.5 W
• Filter should not attenuate the gain; Power amp shouldn't be used for gain.
• Load: 10 Ω
Page 46 of 112
Project-2 is an individual project (in a group of 2 students), which are very applied test the
students' mettle in the following areas broadly-
• Filter Design
• Amplifier and Rectifier Design
• Regulator Design
• ADC
• Sensor Integration to Controllers and Calibration
• Signal Processing
• Robotics
• IoT, etc.
•
Reference Books:
No preferred text book as this is a project course. Indicative textbook include Microelectronic
Circuits by Sedra and Smith.

Projects are the best way to open student minds to learning electronics practically. Making
projects that do an exciting real-world task will make students curious to understand electronics
better. The aim of this subject is to provide the knowledge of the fundamental concepts related
to Electronics. The learning will involve handling wide variety of instruments while testing,
trouble shooting, calibration etc. The study of EW-II will help students to gain the knowledge
of working principles and operation of different instruments. During EW-II practical sessions,
they will acquire the requisite skills.

o Project 1: 40%
o Project 2: 60%
Intro to Human Sciences
Name of the Academic Programs : B.Tech. in CSE, B.Tech in ECE

Title of the Course : Introduction to Human Sciences
Course code : HS8.102
L-T-P : 3-1-0
Credits :4
1. Prerequisite Course / Knowledge: Nil
After completion of this course successfully students will be able to:
CO1: Discuss the origin and development of key disciplines in the human sciences
Page 47 of 112
CO2: Identify some of the fundamental questions that shape and drive inquiry in human sciences
CO3: Demonstrate knowledge of concepts related to theorizing about reflection, society, and
culture
CO4: Analyze crucial normative elements and descriptive frameworks in human sciences inquiry
CO5: Develop skills to formulate nuances involved in problems concerning humans and societies
CO6: Write clear and well thought out short essays on topics in humanities and social sciences
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and

4. Syllabus:
The course will be divided into four modules, each of which will introduce students to a particular
discipline in the human sciences. The various disciplines that constitute human sciences are:
1. Philosophy
2. Psychology
3. Literature
4. History
5. Sociology
6. Anthropology
Each module will offer a systematic worldview, tools of enquiry to study and analytical
frameworks to make sense of topics taken up for discussion. Detailed list of topics under a module
will be provided by the faculty teaching that module when the lectures begin. The overarching
theme for the topics are the fundamentals of human sciences so that students grasp what humans
sciences are all about.
Reference books:
Readings for each of the modules will be given with the commencement of the lectures. There is
no single textbook as such for all four modules.
Page 48 of 112
Each module will have one faculty giving six lectures of 90 mins each Through discipline specific
modes of understanding and everyday examples, class lectures will enable students to connect
and ponder about themselves, the society and cultures that surrounds them. The teaching-learning
strategy emphasises the merits of avoiding simplistic solutions to complex problems and instead
ask meaningful questions that enrich debates about how we produce, distribute, consume, reflect,
represent, and govern ourselves. Lectures impress upon students the need to critically reflect on
issues that are impacted by technology, the historical and social context of the world they live in,
the literary and philosophical ideas that permeate human thought and psychological principles of
human behaviour.
This is mainly a writing-driven course, and the evaluation questions are carefully designed to
make students think independently. Students are assessed for abilities like critically assessing
issues, questioning assumptions, clarifying distinctions, and bringing out nuances. In assignments
and exams, students are expected to demonstrate these abilities by presenting their views clearly
and systematically. Students will be evaluated for each of the four modules and the pattern of
evaluation will be decided by the respective faculty.
Evaluation pattern can include weekly assignments, quizzes and term papers. Each module will
carry 25 % of total marks. The End Semester exam carries 25% of marks.
Introduction to Processor Architecture

Faculty Name : Deepak Gangadharan
Course Name : Intro to Processor Architecture
Name of the Academic Program : B-Tech in Computer Science and Engineering
Title : Software Programming for Performance
L-T-P : 3-1-0
Credits: 2 (L=Lecture hours, T=Tutorial hours, P=Practical hours)
1. Prerequisite Course/Knowledge
Basics of Algorithm Analysis, Computer Architecture
CO-1. Explain the algorithmic optimizations necessary to improve the performance of a

software on a uniprocessor.
CO-2. Analyze cache dependent performance of algorithms
Page 49 of 112
CO-3. Employ cache-aware (such as tiling)/cache oblivious (such as recursive multiplication)
optimizations to improve program performance
CO-4. Analyze the software performance improvement using SIMD Array Processing and
Vector Processing Architectures
CO-5. Explain different concurrency platforms such as Pthreads, Threading Building Blocks.
CO-6. Develop multicore programs using OpenMP pragmas
CO-7. Explain the basics of GPU architecture
CO1 1 1 - 1 - - - - - 2 - 3 1 1 1 1
CO2 3 3 - 3 1 - - - - 1 - 3 3 3 1 3
CO3 3 1 - 2 - - - - 3 1 - 3 3 1 1 1
CO4 3 3 - 3 1 - - - - 1 - 3 3 3 1 3
CO5 1 1 - 1 - - - - - 2 - 3 1 1 1 1
CO6 3 2 - 2 3 - - 1 3 1 - 3 3 2 2 3
CO7 1 1 - 1 - - - - - 2 - 3 1 1 1 1
Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs)
and PSOs.
Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
Unit 1:Algorithmic optimizations – Introduction to optimization of matrix multiplication: Language dependent
performance, Loop ordering, compiler optimization, loop parallelization, tiling, vectorization
Unit 2:Memory Hierarchy aware Optimizations – Review on Caches, Conflict misses, Ideal Cache Model and
cache misses, Cache analysis of matrix multiplication, Tiling, Recursive Matrix Multiplication
Unit 3:Using SIMD units – Flynn’s Taxonomy, Data Parallelism, SIMD Array Processing, Vector Processing –
Vector Registers, Vector Functional Units, Memory Banking, Basic Vector Code Performance, Vector Chaining,
Multiple Memory Ports, Masked Vector Instructions
Unit 4:Programming Multi-cores – Shared Memory Hardware, Concurrency Platforms – Pthreads, Threading
Building Blocks, OpenMP – Creating Threads, Synchronization: critical, barrier, Parallel loops, Data Sharing,
Memory model
Unit 5:Acceleration using Hardware Accelerators (GPU)
Reference Books:
No specific text book, but the material would be taken from different books such as:
1. Cormen, Thomas H., et al. Introduction to algorithms.
2. Hennessy, John L., and David A. Patterson. Computer architecture: a quantitative approach.
Weekly lectures cover the topics in the syllabus. Tutorials cover how to use some tools for
Page 50 of 112
measuring performance of software implementations. There are couple of assignments that will
provide the students experience in programming some functions and improve the performance
employing the techniques learned in theory. Firstly they would learn how to improve cache
performance and then exploit parallelism in code by employing multicore programming using
OpenMP.
Quizzes 40
60
Assignments
Value Education-2
Name of the Academic Program : B. Tech. in ECE, BTech in CSE
Course Code : OC3.101
Title of the Course : VALUE EDUCATION - 2
L-T-P : 12-6-0 ( Total hours)
Credits :2
1.Prerequisite Course / Knowledge: -NIL-
CO-1: Apply the basic framework of universal human values to understand oneself
CO-2: Explain the relation of self with family, society and nature
CO-3: Explain the concept of living in harmony at all the levels
CO-4: Demonstrate the right understanding of relationships and Right utilization of physical
facilities
CO-5: Realise the long-term goal of being happy and prosperous
CO1 - - - - - 3 2 3 2 - - - - - - -
CO2 - - - - - 3 3 3 3 - - - - - - -
CO3 - - - - - 3 3 3 2 - - - - - - -
CO4 - - - - - 2 3 3 3 - - - - - - -
Page 51 of 112
CO5 - - - - - 3 3 3 2 - - - - - - -
Note: ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
Unit 1: Revisiting goal in life - short term and long term goals; Basic aspirations - Happiness and
Prosperity; Role of education and human conduct; Self-exploration; Developing a holistic view
Unit 2: Self-reflection and reflecting on relationships; understanding value-based life
Unit 3: Living in harmony at 4 levels: self-self, self-family, self-society, self-nature
Unit 4: Harmony in Society; Broadening one’s perceptions;
Unit5: Nature and Sustainability; Our role in protecting Nature;
Reference Books:
1. R.R. Gaur, R. Sangal, G. P. Bagaria. 2009. A Foundation course in Human Values and
Professional Ethics. Excel books, New Delhi.
2. Randy Pausch. 2008. The Last Lecture. Hachette Books.
3. E. F. Schumacher. 1973. Small is beautiful: a study of economics as if people mattered. Blond
& Briggs, Britain.
4. P. L. Dhar, R. R. Gaur. 1990. Science and Humanism. Commonwealth Publishers.
This is a discussed based course. The instructor shares information on a topic and guides the
discussion in the class by asking the right questions. By keeping the objectives in mind, the
instructor adopts different techniques including smaller group discussions, role-play/skit, use of
video clips/films or images to analyse and some activities to keep the students engaged in class
throughout. Talks by experts who made a difference are also organised for the batch.
This is a Pass/Fail course. The assessment methods include submissions of assignments and term
papers. Critical thinking is expected from watching relevant short films or by reading assigned
books. The classroom participation is also taken into consideration for evaluation. There are a
few community-based activities and projects also. Participation in them is also important.
Weightage for each kind of assessment may be given
Science-2
NAME OF FACULTY : Marimuthu Krishnan + Nita Parekh
Name of the Academic Program :B. Tech. (CSE)
Page 52 of 112
Course Code : SC1.111
Title of the Course : Science II
L-T-P : 3-1-0
Credits: 4
1.Prerequisite Course / Knowledge:NA

The course is divided into two halves:
First Half: Computing in Sciences
Second Half: Introduction to Biology
Outcomes of the First Half (Computing in Sciences):
After completion of the first half of this course successfully, the students will be able to
CO-1: Outline the uses of Monte Carlo to evaluate multidimensional integrals that appear in theoretical
natural sciences
CO-2: Describe numerical algorithms and pseudocodes to solve ordinary and partial differential equations
that appear in theoretical natural sciences
CO-3: Apply computational methods to find numerical solutions to scientific problems
Outcomes of the Second Half (Introduction to Biology):
CO-1: Familiarize themselves with basic terms and terminology in biology, various biological entities and
their function, DNA, RNA, proteins, and enzymes, cell and its functionality,
CO-2: appreciate that biology is very quantitative and how sequence analysis using algorithms can help
in understanding the evolution, function of genes and proteins
CO-3: carry out a mini-project to learn how to go from sequence to structure, function and disease
association
Forthe First Half ( Computing in Sciences ):
Page 53 of 112
PO PO PO PO PO PO PO PO PO PS PS PS PS
1 2 3 4 5 6 7 8 9 PO PO PO O1 O2 O3 O4
10 11 12
CO 3 3 1 2 3 2 2 2 2 2 2 2 3 3 3 3
1
CO 3 3 1 2 3 2 2 2 2 2 2 2 3 3 3 3
2
CO 3 3 1 2 3 2 2 2 2 2 2 2 3 3 3 3
3
.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific
Forthe Second Half (Introduction to Biology):
PO PO PO PO PO PO PO PO PO PS PS PS PS
1 2 3 4 5 6 7 8 9 PO PO PO O1 O2 O3 O4
10 11 12
1 1
CO
1
1 1 1 1 1 1
CO
2
1 1 1 1 1 1 1 1 1
CO
3
Syllabus of the First Half (Computing in Sciences):
Unit 1: Monte Carlo method: Its application in solving large dimensional integrals seen in statistical
mechanics and quantum mechanics
Unit 2: Solving linear systems: Huckel molecular orbital approximation for band structure in metallic
bonding
Unit 3: Algebra of matrices: Singular-Value Decomposition (SVD), Hessian matrix in normal mode
analysis, and spectral decomposition
Unit 4:Differential equations in sciences: Prey predator model, dynamics from Newton Laws, molecular
dynamics simulation
Unit 5:Stochastic differential equations: Diffusion, bistability of cellular processes
Unit 6:Partial Differential equations in sciences: Heat equation and wave equation
Page 54 of 112
Syllabus of the Second Half (Introduction to Biology):
Unit 1: Introduction: Classification of Living Organisms, Origin of Life and Evolution,
Biomolecules – Nucleotides, Amino Acids, Proteins, Enzymes
Unit 2: Cell Biology: Structure and Function - Prokaryotic and Eukaryotic Cells, Cell Cycle – Cell
division – Mitosis, Meiosis, DNA Replication, Transition, Translation – Central dogma, DNA
amplification, sequencing, cloning, restriction enzymes
Unit 3: Genetics: Mendelian Genetics – Genetic Disorders, Mendelian Inheritance Principles, Non-
Mendelian Inheritance, Clinical Perspective
Unit 4:Macromolecules: DNA, Proteins – Structure, Function, Analysis, Carbohydrates – Features,
Structure, Metabolism, Kreb cycle
Unit 5:Biological data analysis: Biological Data – sequence, structure, expression, etc., Sequence
Data Analysis – alignment, database search, phylogeny, Applications
Reference Books:
1. Molecular Biology of the Cell by Alberts, Johnson, Lewis, Morgan, Raff, Roberts, Walter
2.Lehninger Principles of Biochemistry by David L. Nelson and Michael M. Cox
3.Reading the Story in DNA: A Beginners Guide to Molecular Evolution by Lindell Bromham
4. An Introduction to Computational Physics by Tao Pang
5. Molecular Modelling – Principles and Applications by A. R. Leach
The objective of the course is to give the CSE students a flavour of biological sciences and scientific
computing. To familiarize the students with available web-based resources (databases and tools) for
biological sequence analysis and extract meaningful information. Whenever possible, after a theory
lecture to follow up with analysis of real sequence data. Give the student small programming tasks in
biological data analysis to be able to appreciate the role of computing in biological data analysis.
Applications of computational and mathematical models in natural sciences are also discussed.

Assignments – (10%), Class Quizzes + Mid-term evaluation (20%), Final exam (20%)
Basics of Ethics
Name of the Academic Programs : B.Tech. in CSE, B.Tech in ECE

Title of the Course : Basics of Ethics
Page 55 of 112
Course code : HS0.203
L-T-P : 3-1-0
Credits :2
1. Prerequisite Course / Knowledge: Nil
After completion of this course successfully students will be able to:
CO1:Explain the philosophical nature of the basic concepts and principles of ethics
CO2: Analyze ethical arguments for logical validity, soundness, and informal fallacies
CO3: Demonstrate the knowledge of conceptual challenges involved in normative inquiry in the
ethical domain
CO4: Develop skills to formulate fundamental nuances in ethical justification and explanations
CO5. Identify the various kinds of normative elements that constitute ethical frameworks
CO6. Discuss the major tenets of normative ethical theories and their scope of application
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and

Unit I – Introduction (3 hours): Distinction between conventional and critical ethics,
philosophical tools for argument analysis, intuition, evidence, justification, and
explanation.
Unit II – Skepticism (4.5 hours): Intrinsic vs Instrumental value, challenge of egoism, problem
of cultural relativity and subjectivism, error theory and nihilism, distinction between
being ethical and seeming ethical.
Page 56 of 112
Unit III – Goodness (3.5 hours): the problem of defining ‘good’, naturalistic fallacy and the open
question argument, implications of the experience machine thought experiment.
Unit IV – Responsibility (3.5 hours): challenge of attributing moral responsibility to agents, the
control, competence and epistemic conditions of responsibility, moral luck.
Unit V – Normative theories (5 hours): Consequentialism, deontology, and virtue ethics
Reference books:
1) Shafer-Landau, R. 2019. Living Ethics: An Introduction with Readings. Oxford University
Press.
2) Shafer-Landau, R. 2013. Ethical Theory: An Anthology 2nd Edition. Wiley-Blackwell.
3) Stich, S. and Donaldson. T. 2019. Philosophy: Asking Questions, Seeking Answers. Oxford
University Press.
The general teaching strategy employed is the use of moral dilemmas and conceptual puzzles to
introduce course topics. Lectures make use of this strategy to impress upon students the need to
critically reflect on ethical issues and the relevance of doing a careful, philosophical investigation
of those issues. Student interaction at this stage is aimed at bringing out conflicting ethical
intuitions. This is followed up by introducing proper vocabulary to map out the problems
involved in normative moral assessment. Using case studies and toy examples, ethical principles
and methods of inquiry are taught so that students develop effective reasoning skills to engage
with any real-world ethical matter. Student interaction and discussion at this stage is aimed to
give flesh to the intuitions identified in the previous stage. The teaching-learning strategy
emphasises the merits of avoiding simplistic solutions to complex ethical problems and instead
ask meaningful questions that enrich moral debates.
This is mainly a writing-driven course, and the exercise questions are carefully designed to make
students think independently in ethical contexts. Students are assessed for abilities like logically
dissecting issues, questioning assumptions, clarifying distinctions, and bringing out nuances. In
assignments and exams, students are expected to demonstrate these abilities by presenting their
views clearly, assessing competing positions systematically, anticipating possible objections to a
reasoned conclusion and composing cogent responses to those objections. The assessment
components and their weightages are as follows. Assignments: 60 marks, class participation: 10
marks, Mid semester exam: 10 marks, End semester exam: 20 marks.
Course descriptions for Elective Courses
Page 57 of 112
Title of the Course: Analog IC Design
Faculty Name : Abhishek Srivastava
Course Code: ECE468
L-T-P: 3-1-0.
Credits: 4
(L= Lecture hours, T=Tutorial hours,
P=Practical hours)
Academic Program: B.Tech. in Electronics and Communication Engineering

Analog Electronics, Network theory.
CO-1: Analyze different classes of analog amplifiers with respect to linearity and noise
CO-2: Apply the knowledge of design trade-offs and different biasing styles to develop power,
noise and area optimized stable analog integrated circuits
CO-3: Analyze the circuit performance with respect to process, supply and temperature
variations using theoretical models and SPICE tools
CO-4: Evaluate the topological choices for the basic building blocks of an opamp for the given
specifications
CO-5: Design basic building blocks of an opamp such as biasing circuits, amplifiers and
common-mode-feedback circuits up to layout level
CO-6: Design a compensated opampuptotapeout level, which will be power-noise-area
optimized for the given requirements, and verify its post layout performance using SPICE tools
O1 O2 O3 O4 O5 O6 O7 O8 O9 10 11 12 O1 O2 O3 O4
C
2 3 2 2 2 - - 1 3 1 - 2 3 - - -
O1
Page 58 of 112
C
3 3 3 2 2 - - 1 3 3 1 3 3 - - -
O2
C
3 3 3 2 2 - - 1 3 3 1 3 3 - - -
O3
C
3 3 3 2 2 - - 1 3 3 1 3 3 - - -
O4
C
3 3 3 2 2 - - 1 3 3 1 3 3 - - -
O5
C
3 3 3 2 2 2 - 1 3 3 1 3 3 - - -
O6
mapping.
Unit 1 (Basics of analog design): MOS model for analog circuits, large signal modeling,
incremental modeling, MOS parasitics, mismatches, speed (fT), passive components for IC
design (R, C and L),
biasing, negative feedback for biasing, introduction to layout, Gain-BW-Swing-Power-Noise-
Area trade-offs. (4-lectures/6-hours)
Unit 2 (Single stage and differential amplifier design): Review of single stage amplifiers,
single-ended and differential amplifier design, gm/Id design technique, sub-threshold
design technique for low power consumption, techniques to increase gain of amplifiers-
active loads, cascode, differential
amplifier with current mirror load, mirror pole, stability issues and utility of negative feedback
in high gain amplifiers. (7-lectures/10.5-hours)
Unit 3 (Noise): Noise types, noise analysis in analog circuits. (3-lectures/4.5-hours)
Unit 4 (Operational amplifier design): Review of op amp characteristics, CMRR, offset,

single stage op amp, high gain op amps - telescopic, two stage, stability and frequency
compensation, fully differential amplifier (FDA), common-mode-feedback, review of low
noise, low voltage op amp design techniques. (8-lecturs/12-hours)
Page 59 of 112
Unit 5 (Other topics): Layout techniques, effect of off-chip components and packaging on
IC design, oscillators, phase noise and PLLs. (4-lectures/6-hours)
REFERENCES:
1. B. Razavi, “Design of Analog CMOS Integrated Circuits,” 2nd ed., McGraw Hill, 2017.
2. P. E. Allen and D. R. Holberg, “CMOS Analog Circuit Design,” 3rd ed., Oxford, 2013.
3. Paul R. Gray & Robert G. Mayor, “Analysis and Design of Analog Integrated Circuits,” 4th
ed., JohnWily& Sons, 2008.
Fundamentals of analog IC design and practical design approaches will be discussed in the
course with examples. SPICE tools will be introduced, and regular assignments will be given
based on topics covered in lectures. Weekly tutorials will be conducted for problem solving and
further discussions on any questions related to topics covered in lectures. A course project will
be given that will involve analysis, design and simulations (schematic and post-layout level) of
an analog circuit for given specifications.

HomeWorks 20%
Course project 20%
End semester exam 30%
-------------------------------------------------------------------------------------------------------------------
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Page 60 of 112
Title of the Course: Digital VLSI Design
Course Code: ECE463
L-T-P: 3-1-0
Credits: 4

Basic knowledge of digital design.
CO-1: Understand the background that drive to the development of state-of-the-art VLSI digital circuits,
the importance of low power, high-performance and power-delay optimal designs, state of the art design
issues in digital circuits, understand the CMOS digital IC design process.
CO-2: Design and Synthesis of Verilog/VHDL codes, test benches to meet specifications, to
synthesise Verilog/VHDL onto hardware using required EDA tools.
CO-3: design and analyze CMOS circuits using both analytically and SPICE tools, derive analytical
circuit equations to estimate performances (e.g., power) of a VLSI design. Able to identify the impact of
Process, Voltage and Temperature on circuit’s performance.
CO-4: Analyze the design flow to design complex CMOS digital circuit using required CAD tools.
Create a cell library to be used in other designs.
CO-5: Create a low-power digital design, estimate static and dynamic power dissipation in CMOS
circuits. Impact of CMOS technology scaling. Low power design methodologies.
CO-6: Design of high-performance circuits, and power-delay optimal designs.
Outcomes (PSOs)
O O O O O O O O O 10 11 12 O1 O2 O3 O4
1 2 3 4 5 6 7 8 9
CO 3 2 1 1 1 1 2 2 2 1 1 2 3 2 2 2
1
CO 3 3 2 2 2 1 1 2 1 1 1 1 3 1 1 1
2
CO 3 3 2 2 2 1 1 2 2 2 1 2 3 1 1 1
3
Page 61 of 112
CO 3 2 3 3 3 1 1 2 2 2 1 3 3 1 1 1
4
CO 2 3 3 3 3 1 1 2 3 3 3 3 3 1 2 1
5
CO 2 3 3 3 3 1 1 2 3 3 3 3 3 2 1 1
6
Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs). Write ‘3’
in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping.
Detailed Syllabus:
Unit 1: Introduction to digital design, Digital design metrics (Performance, Power, Functionality,
Robustness, etc.) and their discussion in general, why low power, why high performance, Power-
delay optimal designs, why technology scaling, issues in state-of-the-art digital designs i.e., making
modern digital circuits, corner-based nanoscale design, statistical circuit design.
Unit 2: Combinational IC design, Sequential IC design, Role of CAD tools, RTL design, Logic
Synthesis, Logic Simulations, Static Timing Analysis.
MOS Capacitor, Electrical Characteristics of MOS Transistors, Threshold Voltage, Transconductance
(gm), Body Effect, Channel-Length Modulation, MOS Transistors as a Switch, MOS Inverter, Switching
Characteristics, Driving Large Capacitive Loads, CMOS Realization, Switching Characteristics, CMOS
NAND, NOR and other basic combinational/sequential circuits, CMOS Complex circuits, CMOS
technology scaling, CMOS Gate sizing-logical effort, Complementary CMOS, Pass transistor logic,
Dynamic CMOS design, Transmission gate, Layout basics, Floor Planning, Introduction to FinFET
technology.
Unit 3: Digital Design - From Power perspective: Introduction, Dynamic power dissipation (Short-
Circuit and Switching), Dynamic Power in the Complex Gate, Switching Activity, Switching
Activity of Static CMOS Gates, Transition Probability in Dynamic Gates, Power Dissipation due to
Charge Sharing, Static i.e. Leakage Power Dissipation (leakage mechanism): p–n Junction Reverse-
Biased Current, Band-to-Band Tunnelling Current, Tunnelling through and into gate oxide,
Injection of hot carriers from substrate to gate oxide, GIDL, Punch- through, Subthreshold Leakage
Current including DIBL. Impact of technology scaling on leakage currents/power, need for
technology scaling, factors effecting the leakage current especially in scaled technology nodes (input
pattern dependency, stacking effect, loading effect, etc.), Impact of process, temperature and supply
voltage variations on leakage currents. Internal node voltage impact.
Unit 4: Digital Design - From Performance (i.e., delay) perspective: Computing the Capacitances,
Propagation delays, Factors affecting the propagation delays, Mathematical formulation of the
delays in CMOS circuits, Technology scaling impact on propagation delays, Mean and variance of
the delays in a gate, Impact of process variations on delays in CMOS circuits, Impact of operating
(temperature and supply voltage) variations on delays.
Page 62 of 112
FinFET technology will also be discussed in parallel. Such delay/leakage estimation techniques will also
be applied to FinFET circuits.
Reference Books:
1. Jan M. Rabaey, A. Chandrakasan, B. Nikolic “Digital Integrated Circuits - A Design
Perspective, PHI.
2. Douglas A. Pucknell, K. Eshraghian, “Basic VLSI Design”, 3rd Edition, Prentice Hall
of India.
3. Neil H. E. Weste, K. Eshraghian, “Principles of CMOS VLSI Design”, A Systems

Perspective, 2nd Edition, Pearson Education Pvt. Ltd.

The course will start with the background that drive us to the development of state-of-the-art digital VLSI
designs, then fundamental and core topics of the course will be discussed in detail broadly at logic and
transistor level with hands-on with related CAD tools. Circuit simulations, layout, RTL coding, synthesis,
etc. will be highly encouraged throughout the course. The broad approach of the course is to discuss the
digital VLSI design from three perspectives; power, performance, and power-delay optimal designs to
understand the different design approaches. Students will be exposed to state-of-the-art scaled technology
node to better understand the issues related to scaled nodes. Regular assignments will be given to reinforce
the concepts. Weekly tutorials will involve students in active learning by applying the lecture discussion.
Quizzes will be designed to test student’s understandings on the discussed concepts. Projects will be
carried out in groups, thereby developing the students' abilities to work in teams.
− Home Assignments: 20%

− Quiz: 10%
− Mid Semester Exam: 15%
− End Semester Exam: 30%
− Project: 25%
-------------------------------------------------------------------------------------------------------------------
---------------------------------
Title of the Course: Communications and Controls in IoT

Course Code: EC5.204
L-T-P: 1.5-0.5-0
Credits: 2
Page 63 of 112
( L= Lecture hours, T=Tutorial hours,
P=Practical hours)
Name of the Academic Program: B.Tech. in Electronics and Communications Engineering

Basic computer programming (C, C++), 10+2 level physics.
After completion of this course successfully, the students will be able to CO-1. Explain the
basic elements of a communication system.
CO-2. Describe the working principle of commonly available sensors and actuators.
CO-3: Design an embedded system using advanced concepts such as timers and interrupts. CO-
4. Explain the basics concepts of communication networks on physical and MAC layer. CO-5.
Assess different communication technologies from IoT application point of view.
CO-6. Develop and implement an IoT-based solution for a real-life problem.
O1 O2 O3 O4 O5 O6 O7 O8 O9 10 11 12 O1 O2 O3 O4
C 1 - 2 2 3 1 2 - 1 2 - 3 1 1 3 1
O1
C 3 3 3 1 3 1 2 - 1 2 - 2 3 - 3 1
O2
C 3 2 2 1 3 1 2 - 1 2 - 2 3 - 3 1
O3
Page 64 of 112
C 3 2 2 1 3 1 2 - 1 2 - 2 - 3 3 1
O4
C 3 2 2 1 3 1 2 - 1 2 - 2 - 3 3 1
O5
C 3 3 3 3 3 1 2 - 3 2 3 3 3 3 3 1
O6
mapping
Unit 1: Introduction to IoT (1 lecture)
Unit 2: Sensor physics, sensor characteristics and properties, sensor read-out circuitry, actuator
physics, actuator drive circuits (3 lectures)
Unit 3: Interfacing of sensors and actuators, wired communication protocols – SPI, I2C,
UART, timers and interrupts, analog-to-digital and digital-to-analog convertors. (3 lectures)
Unit 4. Basics of Networking (2 lectures)
Unit 5. Communication Protocols: WiFi/Bluetooth/Zigbee/LoRaWAN/NB-IoT; Data
Protocols: MQTT/CoAP (4 lectures)
Reference:
1. Raj Kamal, Internet of Things, McGraw Hill, 2018
2. P. Lea, Internet of Things for Architects, 2018
3. O. Hersent, D. Boswarthick, O. Elloumi, The Internet of Things, Wiley, 2016
4. D. Norris, The Internet of Things, McGraw Hill, 2015
5. A. Bahga and V. Madisetti, Internet of Things, University Press, 2016
Lectures will be integrating ICT into classroom teaching, active learning by students, and
project- based learning by doing an IoT-based project.
6. Assessment methods and weightages in brief :
Quizzes: 20
MidSem: 20
Page 65 of 112
Final Exam: 20
Project: 20
-------------------------------------------------------------------------------------------------------------------
--------------------------
Title of the Course: Introduction to Coding Theory

L-T-P: 1.5-0.5-0
Credits : 2
P=Practical hours)
Name of the Academic Program: B. Tech in ECE, B. Tech in CSE
Linear Algebra
CO-1: Explain the importance of redundancy and block codes as well as their parameters
CO-2: Discuss the characteristics of linear codes including generator matrix, parity-check
matrix and dual code
CO-3: Apply encoding and decoding algorithms to linear codes
CO-4: Analyze the dependence between various parameters of the codes
CO-5: Deduce the additive, multiplicative and vector space structure of finite fields
CO-6: Construct BCH and Reed Solomon codes, given the specifications of the problem.
Page 66 of 112
O1 O2 O O O O O O O 10 11 12 O1 O2 O3 O4
3 4 5 6 7 8 9
3 3 2 - - - - - - - - 2 1 3 1 -
C
O
1
3 3 2 - - - - - - - - - 1 3 1 -
C
O
2
3 3 2 - - - - - - - - - 1 3 1 -
C
O
3
3 3 2 - - - - - - - - - - 3 - -
C
O
4
3 3 2 - - - - - - - - - - 3 - -
C
O
5
C 3 3 2 - - - - - - - - - - 3 - -
O
6
Unit 1: Noisy channels, block codes, encoding and decoding, maximum-likelihood
decoding, minimum- distance decoding, error detection and correction.
Page 67 of 112
Unit 2: Minimum distance, generator and parity-check matrices, dual codes, standard
array decoding,
syndrome decoding. Repetition codes, Hamming codes.
Unit 3: Hamming bound, Singleton bound, Gilbert-Varshamov bound, Plotkin bound.
Unit 4: Definitions, prime fields, construction of prime power fields via irreducible
polynomials, existence of primitive elements, minimal polynomials.
Unit 5: Bose-Choudhury-Hocquenghem (BCH) codes, Reed-Solomon codes. Applications
of Reed-Solomon codes in digital communications and storage.
Reference Books:
1. R. Roth, Introduction to Coding Theory, Cambridge University Press, 2007.
2. W.C. Huffman and V. Pless, Fundamentals of Error Correcting Codes,
Cambridge University Press, 2003.
3. S. Lin and D.J. Costello, Error Control Coding, Pearson, 2011
4. R.E. Blahut, Algebraic Codes for Data Transmission, Cambridge University
Press, 2003
The course has lectures supported by tutorials. In tutorials, problems related to the concepts
presented in the class are solved by teaching assistants. Exams are conducted periodically so
that students can actively engage with the course material. Viva is conducted at the end of the
course to assess how students are able to apply concepts learnt in the class to new problems. A
project is given towards the end of the course, which requires the students to present a research
paper in the area of coding theory in detail.

2 Mid Semester Exams 2 x 10 = 20%
Assignments 30%
Viva 10%
Project 20%
Page 68 of 112
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---------------------------------------
Title of the Course: Wireless Communications
Faculty Name: Ubaidulla Pandarakkottilil
L-T-P: 3-1-0.
Credits: 4
P=Practical hours)
Name of the Academic Program: B.Tech. in Electronics and Communication Engineering
Communication Theory, Probability and Random Process
CO-1: Identify and explain the fundamental operational and design problems of wireless
communication systems.
CO-2: Demonstrate understanding of evolution of different wireless communication systems
and standards.
CO-3: Determine the type and appropriate model of wireless fading channels based on the
system parameters and the properties of the wireless medium.
CO-4: Design appropriate receiver and transmitter diversity techniques and analyze their
performance theoretically and via simulations.
CO-5: Design appropriate multiple-antenna transceivers and evaluate rate and error
performance.
CO-6: Demonstrate understanding of OFDM and massive MIMO techniques and application
in existing and upcoming wireless systems.
Page 69 of 112
P P P P P P P P P
O O O O O O O O O
10 11 12 O1 O2 O3 O4
1 2 3 4 5 6 7 8 9
CO 3 2 1 1 1 1 2 3 1
1
CO 3 2 1 1 1 2 3 1
2
CO 3 3 1 2 2 1 2 3 1 1
3
CO 3 3 3 2 3 1 2 1 3 1 1
4
CO 3 3 3 1 3 1 2 1 3 1 1
5
CO 3 3 2 1 2 1 2 1 3 1
6
mapping
Unit 1: Review of digital communication, optimal detection, overview of wireless

communication generations and standards
Unit 2: Channel modeling; Multipath propagation; pathloss and fading; types of fading;
frequency and time selectivity
Unit 3: Diversity techniques; spatial, time and frequency diversity; performance analysis of
various diversity techniques
Unit 4: MIMO communication systems; capacity analysis; MIMO receivers
Unit 5: OFDM, massive MIMO, multiuser communication
References :
Tse and Viswanath, “Fundamentals of Wireless Communications”, Cambridge University

Press, 2005.
Page 70 of 112
Andrea Goldsmith, “Wireless Communications”, Cambridge University Press, 2005.
5. Teaching-Learning Strategies in brief:
Lectures cover the topics in the syllabus and tutorials cover how to solve some design and
analysis problems related to topics covered in the lectures. Lectures and tutorials emphasise
active learning by students. Assignments will provide the students experience in software-
based implementation and performance analysis of various wireless communication techniques.
There is a long project which is either based on an idea the student wants to explore from the
course topics or based on an existing research paper. Project evaluation involves multiple
assessments, submission of project report, and a final presentation and viva.

Quiz: 10%, Assignments: 20%; Project: 40%, End-sem exam: 30%.
------------------------------------------------------------------------------------------------------------------
-----------------------------------
Course Name: Intro. To Bioelectronics - Pending

------------------------------------------------------------------------------------------------------------------
--------------------------------
Course Name: Adaptive Signal Processing- Pending

------------------------------------------------------------------------------------------------------------------
--------------------------------
Title of the Course: Advances in Robotics and Control

Course Code:
L-T-P 3-1-0
Credits 4
Name of the Academic Program: B. Tech. in ECE
Page 71 of 112
Should have taken courses Systems Thinking / Introduction to Robotics & Control/ Robotics:
Dynamics and Control
CO-1: Demonstrate familiarity with Euler-Lagrange dynamics
CO-2: Apply principles of computed torque method for controller development of a
robotic system
CO-3: Understanding the concepts of Lyapunov theory for stability analysis

CO-4: Apply principles of Lyapunov theory for controller design
CO-5: Design inverse dynamics based robust controller to address uncertainty in robot
dynamics
CO-6: Design adaptive-robust controller for robotic systems to address unmodelled

dynamics
O O O O O O O O O 10 11 12 O1 O2 O3 O4
1 2 3 4 5 6 7 8 9
C 2 3 2 2 1 1 1 2 1 1 1 3 1 1 1 3
O1
C 2 3 2 2 1 1 1 2 2 2 1 3 1 1 1 3
O2
C 2 3 2 3 1 1 1 2 1 1 1 3 1 1 1 3
O3
Page 72 of 112
C 2 3 2 2 1 1 1 2 2 2 1 3 1 1 1 3
O4
C 3 3 1 3 1 1 1 2 2 2 1 3 1 1 1 3
O5
C 3 3 1 3 1 1 1 2 2 1 1 3 1 1 1 3
O6
level’ mapping
Detailed Syllabus:
Unit 1: Introduction to robotic systems and control
Unit 2: Stability analysis and design
Unit 3: Robust control design via inverse dynamics and switching gain
Unit 4: Model reference adaptive control and robust adaptation against uncertainties
Reference Books:
1. Mark W. Spong, Seth Hutchinson, and M. Vidyasagar, Robot Modeling and Control,
John Wiley & Sons.
2. Nonlinear Systems by Hassan Khalil, Prentice Hall.
3. Applied Nonlinear Control by Slotine and Lee, Prentice Hall.
The course lectures will include activities that promote the understanding of the lecture content
by using small examples that students work out during the class itself and promote active and
participatory learning. A good part of the lecture will involve problem solving and finding
solutions to problems rather than expositing known material. Homework assignments are
designed to reiterate the material covered in class lectures and apply them in robotic systems via
simulation. The course project will help to read, understand and implement relevant scientific
publications.
Page 73 of 112
− Project: 20%
Quiz1: 15%
Quiz 2: 15%
− End Exam: 30%
-------------------------------------------------------------------------------------------------------------------
------------------------------
TITLE : Bio Instrumentation & Devices 2 (Lab course; only 8 seats; need pre-
approval)
Course Code :
CREDITS : 2
TYPE-WHEN : Monsoon for 3rd and 4thyr B Tech
FACULTY NAME : Anshu Sarje
PRE-REQUISITE : AEC, IC circuit design, Bio instrumentation & devices 1

OBJECTIVE :Hands on experience in fabrication, fluidics & instrumentation.
COURSE TOPICS :
(please list the order in which they will be covered)
Experiments and/or order of experiments may change subject to availability of space and lab
materials.
1. Lab1 (Week 1 & 2): Record your muscle electrophysiology. Design amplifier and
record your muscle activity.
2. Lab2 (Week 3 & 4): Make your own fluidic channel and separate out different particles.
3. Lab3 (Week 5 & 6): Lets detect fluorescence. We will explore different ways of
detecting fluorescence and record fluorescence using a camera.
4. Lab4 (Week 7&8): Photolithography. We will transfer pattern using photolithography
on a substrate and develop it.
5. Lab5 Bonus: We will explore optics and its use in diagnostics.
Page 74 of 112
PREFERRED TEXT BOOKS:No specific book. Notes will be provided.
*REFERENCE BOOKS:
*PROJECT:Students have to complete experiments which they can adapt with prior
approval.
GRADING PLAN:
Weekly Lab report

30%
Lab discipline & work 40%
Viva & Discussions

30%
OUTCOME:
CO-1 Describe ECG signals and muscleelectrophysiology.
CO-2 They will be able design system for picking up the electrophysiological signal and amplify it.
CO-3 Design and usemicrofluidics and soft lithographyfor .
CO-4 They will be able design and fabricate fluidic channels.
CO-5 Design and describe fluorescence detection
CO-6 Explain, perform, use photolithography for device patterning and fabrication.
REMARKS:
Mapping of Course Outcomes to Program Objectives: (1 – Lowest, 2—Medium, 3 – Highest, or a ‘-’ dash
mark if not at all relevant).
Page 75 of 112
PO PO PO PO PO PO PO PO PO PO1 PO PO1 PSO PSO PSO PSO
1 2 3 4 5 6 7 8 9 0 11 2 1 2 3 4
C 3 2 2 1 1 1 1 1 1 2 - 2 1 1 3 1
O1
C 3 3 3 1 3 3 2 1 1 2 - 3 3 3 3 3
O2
C 3 2 2 1 1 1 1 1 1 2 - 2 1 1 3 1
O3
C 3 3 3 1 3 3 2 1 1 2 - 3 3 3 3 3
O4
C 3 2 1 1 1 2 2 1 1 1 - 3 3 3 2 3
O5
C 3 3 1 3 3 2 1 1 2 - 3 3 3 3 3
O
6
….
.
-------------------------------------------------------------------------------------------------------------------
---------------------------------------
Title of the Course: CMOS RFIC Design
Course Code: ....................
L-T-P……… 3-1-1
Credits……………… 4
Name of the Academic Program B. Tech. in ECE

Pre-requisite Course/ Knowledge:
Electronic Circuits Analysis Basics of Electromagnetic Theory
Course Outcome:
CO1 – Understanding of Fundamental and Theoretical study of CMOS Radio Frequency
Circuits
CO2 – Demonstration of Theoretical and Simulation understanding of RF Sub-blocks such as
LNA, Oscillator, and Mixers.
Page 76 of 112
CO3 - Design and implementation of RF Microelectronics circuits that involve analog and very
high frequency components and further observing, recording, analyzing, and interpreting the
results therein
CO4 - Demonstration of deep-submicron CMOS technology and its high frequency capabilities
CO5 - Understanding and demonstration of tool usage in the form of RF CAD tools for analysis
and design of RF integrated circuits
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3 O4
CO 1 1 1 1 3 3 1 1 1 1 1 3 3 3 3 1
1
CO 3 2 1 3 2 1 1 1 3 3 1 3 3 3 3 1
2
CO 1 1 3 2 3 3 3 3 1 1 1 3 3 1 1 3
3
CO 1 1 1 1 3 1 1 1 3 1 1 3 3 1 1 1
4
CO 1 1 1 1 3 1 1 1 3 1 1 3 3 1 1 1
5
Detailed Syllabus:
INTRODUCTION - Passive IC components – Resistor, Inductor and Capacitor; Review of
MOS Device Physics
– characteristics of microwave transistors; Passive RLC Networks – Parallel RLC and series
RLC networks, other resonant RLC networks.
HIGH FREQUENCY CIRCUIT CHARACTERIZATION - Lumped and Distributed systems;

Impedance; Transmission lines; Artificial lines; Smith Chart; S-Parameters; Bandwidth
estimation techniques – Open circuit and Short Circuit methods.
AMPLIFIER DESIGN - High frequency Amplifier design – Bandwidth enhancement techniques;

Tuned amplifiers; Cascaded amplifiers; Power gain; Stability considerations; Designing
amplifier through Schmitt Chart.
Page 77 of 112
BIASING CIRCUITS AND NOISE CHARACTERIZATION - Diodes and Bipolar transistors;
Supply-Independent biasing; Voltage Reference biasing; Noise in two port networks; Classical
Two-Port noise theory; Types of Noise.
DESIGNS - LNA Design – Topologies, Constraints, Design examples; RF Mixers –

Fundamentals, Types of Mixers; RF Oscillator Design; Transceiver Architectures.
Teaching-Learning Strategies in Brief:

The course lectures will include activities that promote the understanding of RFIC Circuits by
using simple circuits. Few examples are given to students to design in the class making it an
active learning platform. Fundamental concepts underlying the designs and applications of
RFIC are covered through classwork and HomeWorks given periodically every week. The
understanding of circuit design and subsystem design translates to lab work which will be
given bi-weekly in form of simulation on CAD tool. A final Project will be given involving the
designs done in all the labs done throughout the course work. Quizzes are designed to test and
inspire students towards the theoretical understandings of the concepts.
Reference Books:
1. Thomas H. Lee, “The Design of CMOS Radio-Frequency Integrated Circuits”,
Cambridge University Press, 2004, ISBN 0521835399.
2. Behzad Razavi, “RF Microelectronics”, Prentice-Hall 1998, ISBN 0-13-887571-5.
3. Guillermo Gonzalez, “Microwave Transistor Amplifiers”, 2nd Edition, Prentice Hall.
4. David Pozar, “Microwave Engineering”, 3rd Edition, Wiley.
5. Annapurna Das, Sisir Das, “Microwave Engineering”, Tata McGraw Hill.
Grading:
1. Home Work - 5%
2. Laboratory Assignments - 10%
3. Mid-term 1 Exam - 20%
4. Mid-term 2 Exam - 20%
5. Final Exam – 25%
6. Final project - 20%
-------------------------------------------------------------------------------------------------------------------
---------------------------------------
Instructor: Usha Gogineni ([email protected]).
Name of the Academic Program: B. Tech in Electronics and Communication Engineering
Page 78 of 112
Course Code:
Title of the Course: Design for Testability
L-T-P: 3-1-0 Credits : 4
1. Should have taken VLSI Design or equivalent course. Knowledge of Combinational and
Sequential Circuits, VLSI Design Flow. (Mandatory)
2. Familiarity with Verilog HDL (Highly preferable but not mandatory)
CO-1: Understand the role of testing in VLSI design flow and apply the concepts of testing
in IC Design for better yield.
CO-2: Apply various test pattern generation methods for automatic test pattern generation in
production testing.
CO-3: Identify the design for testability methods used in combinational & sequential CMOS
circuits.
CO-4: Tackle the problems associated with testing of semiconductor circuits at an early design stage, thus
significantly reducing testing costs.
CO-5: Apply Built-in Self Test (BIST) techniques for improving testability.
Page 79 of 112
PO PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO PSO PSO PSO
1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4
CO 3 1 - - 2 - - - 2 1 - 2 3 3 3 1
1
CO 3 2 - - 3 - - - 2 1 - 2 3 3 3 1
2
CO 3 2 - - 3 - - - 2 1 - 2 3 3 3 1
3
CO 3 2 - - 2 - - - 2 1 - 2 3 3 3 1
4
CO 3 2 - - 3 - - - 2 1 - 2 3 3 3 1
5
1) Introduction: Role of testing in VLSI design flow, testing at different levels of abstraction,
automatic test equipment.
2) Faults and fault modeling, detection of faults, fault simulation and its applications, test
pattern generation, automatic testing procedures.
3) Design for testability: Various features incorporated for carrying out testing from input &
output pins, scan architecture, test interface and boundary scan.
4) Built-in Self Test (BIST), BIST concepts, test pattern generation, BIST architectures.
5) Testing of Analog and mixed signal ICs, testing of system on chip.
Reference Books
1. M. Bushnell and V. Agrawal, “Essentials of Electronic Testing for Digital, Memory & Mixed-
Signal VLSI Circuits”, Kluwer Academic Publishers, 2000.
2. L.T. Wang, C.W. Wu, and X. Wen, “VLSI Test Principles and Architectures”, Morgan
Kaufmann, 2006.
3. M. Abramovici, M. Breuer, and A. Friedman, “Digital Systems Testing and Testable Design, IEEE
Press, 1994.
Page 80 of 112
4. Z. Navabi, “Digital System Test and Testable Design using HDL Models and Architectures”,
Springer, 2010.
The course is on learning the basics of VLSI testing and design for testability. The course
material is covered through lectures that are systematically prepared and delivered, considering
the prerequisite knowledge of the students. The students will work out small examples during
the lecture, thus promoting active and participatory learning. The evaluation plan of the course
involves written exams, home assignments and a term paper. The homework includes lab
assignments, using Verilog HDL, that will clarify the concepts covered in the lectures and will
prepare the students for working in the industry. The term paper will expose the students to
recent research activities in the “Design for Testability” area.

Home Assignments (Problem Sets 3-4) 15%
Quizzes (2) 20%
Mid term (1) 20%
End Semester Examination 30%
Final paper / project 15%
-------------------------------------------------------------------------------------------------------------------
---------------------------------------
Title of the Course: Digital Image Processing

Course Code: CS4.478
L-T-P: 3-0-0.
Credits: 4
(L= Lecture hours, T=Tutorial hours,
Page 81 of 112
P=Practical hours)
Name of the Academic Program: B.Tech. in Computer Science and Engineering
Programming, Data Structures, Algorithms

CO-1. Give examples of how images are stored and represented in digital machines. CO-2.
Apply basic techniques for improving subjective perception of images.
CO-3. Apply basic techniques for filtering images in spatial and frequency domain.
CO-4. Apply basic techniques for morphological and geometric transformations of images. CO-
5. Apply techniques for color image processing.
CO-6. Apply basic techniques for high-level image processing (Image Segmentation, Image
Restoration, Image Compression)
O O O O O O O O O 10 11 12 O1 O2 O3 O4
1 2 3 4 5 6 7 8 9
C 2 2 2 2 3 - 1 - 3 1 3 2 3 3 2 3
O
1
C 3 3 3 1 3 - 1 - 2 2 2 3 3 2 1 1
O
2
Page 82 of 112
C 3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
O
3
C 3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
O
4
C 3 2 2 1 2 2 1 - 2 2 2 1 3 3 3 2
O
5
C 3 3 3 3 2 2 1 - 2 2 3 2 3 3 3 3
O
6
mapping
Unit 1: Introduction and Digital Image Fundamentals (3 hours)

Unit 2: Methods for Improving Subjective Perception of Images (4.5 hours) Unit 3: Spatial and
Transform Domain Image Processing (9 hours)
Unit 4: Morphological and Geometric Image Processing (4.5 hours) Unit 5: Color Image
Processing (3 hours)
Unit 6: High-level Image Processing and Advanced Approaches (15 hours)
References:
• Gonzalez and Woods, Digital Image Processing, Pearson Education, 2003
5. Teaching-Learning Strategies in brief:
Lectures are dominated by pictorial content (images, animations, videos) to explain

concepts in image processing. Simulation of algorithms are used to enhance understanding.
Learning by writing code is highly promoted and encouraged. Students understand difficult
Page 83 of 112
mathematical concepts and abstraction by coding using state of the art software, simulation
frameworks, libraries and solvers. More concretely, students also learn by doing assignments
designed to achieve course outcomes and collaboratively working on a final project.

Assignments: 30 marks, Mid Semester Examination in Theory: 20 marks, End Semester
Examination in Theory: 20 marks, Project: 30 marks
-------------------------------------------------------------------------------------------------------------------
----------------------------------
Title of the Course: Flexible Electronics

Course Code: …S21 ECE.562…
L-T-P…… 3-1-0
Credits: 4
P=Practical hours)
Understanding of basic concepts of Physics and Chemistry taught up to the 10+2 level 2.Course
Outcomes (COs) (5 to 8 for a 3 or 4 credit course):
After completion of this course successfully, the students will be able to.. CO-1: Describe the physical
reason for flexibility in various material systems.
CO-2: Explain the various processes, such as lithography, etching, deposition etc., that are involved in
silicon semiconductor fabrication.
CO-3: Compare the fabrication and functioning of flexible electronic systems with their rigid
counterparts. CO-4: Employ various microfabrication techniques to obtain flexible electronic systems.
CO-5: Choose the correct approach for designing and fabricating a fully flexible system including,
flexible memory, processor, display, power source and so on.
CO-6: Create a report of the various advances in the state-of-the-art of a specific topic in flexible
electronic systems.
Page 84 of 112
1. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Progr:am
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3 O4
3 2 1 1 1 1 1 1 1 1 1 2 2 1 1 2
C
O1
3 2 1 1 1 1 1 1 1 1 1 2 3 1 1 1
C
O2
2 3 3 1 1 2 2 1 1 1 1 1 2 1 2 2
C
O3
1 3 3 2 1 1 1 1 1 2 1 1 2 1 2 1
C
O4
1 1 3 2 1 2 2 2 1 2 2 1 1 2 2 1
C
O5
C 1 3 1 3 2 1 2 2 3 3 2 2 1 1 1 1
O6
PSOs.
Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
Unit 1: Physics of silicon electronics, silicon band structure, flexible materials Unit 2: VLSI fabrication:
silicon wafer, deposition, lithography, etching
Page 85 of 112
Unit 3: Flexible electronic systems, flexible PCBs, interconnects, flexible silicon processes Unit 4:
Flexible displays, flexible TFTs, OLEDs, flexible memory
Unit 5: Flexible energy harvesters, photovoltaics, flexible interconnects
Reference Books:
1. Sami Franssila, Introduction to Microfabrication, Wiley VCH, 2010

2. Mario Caironi, Yong-Young Noh, Large Area and Flexible Electronics, Wiley VCH,
2015
3. Takao Someya, Stretchable Electronics, Wiley VCH, 2013

The course instruction is delivered through lectures slides explained by the instructor. The slides include
theoretical concepts with examples of real-world applications of flexible electronic systems to foster
student understanding and interest. Assignments are designed to encourage students to critically think
about the concepts discussed in the class and to learn to independently solve problems. The students are
asked to create a literature survey report detailing the advances in the state-of-the-art of one of the topics
in flexible electronic systems.

Continuous evaluations: Assignments – 20% MCQ Quizzes – 20%
Comprehensive exams: End semester exam – 35% Term-paper report – 25%
Title of the Course: Mobile Robotics

Course Code:
L-T-P……… 3-1-0
Credits… 4
Name of the Academic Program:B. Tech. in CSE, BTech in ECE

Page 86 of 112
Should have completed Computer Programming – 1 course. Knowledge of Linear Algebra,
Optimization and Probability Theory is helpful.
CO-1 :Demonstrate familiarity with different modalities of robotic perception
CO-2:Analyze robotic perception algorithms in the context of mapping an environment
and localizing the robot in the environment
CO-3: Explain the significance of mathematical frameworks of functional optimization

and probabilistic reasoning in robotic perception and localization tasks.
CO-4: Apply principles of functional optimization and visual/lidar based sensing to

propose analytical frameworks, algorithms for solving real world problems in robotic
perception and navigation
CO-5: Create and Simulate the algorithms using state of the art software and libraries
and evaluate its performance on specified tasks
P P P P P P P P P
O O O O O O O O O
10 11 12 O1 O2 O3 O4
1 2 3 4 5 6 7 8 9
C 3 2 1 1 1 1 1 2 2 1 1 2 1 1 1 2
O1
C 3 3 1 2 1 1 1 2 2 1 1 1 1 1 1 2
O2
C 2 3 1 2 1 1 1 2 2 2 1 2 1 1 1 3
O3
C 3 2 3 2 2 1 1 2 2 2 1 3 1 1 1 3
O4
C 2 2 3 2 3 1 1 2 3 3 3 3 1 1 1 3
O5
Page 87 of 112
level’ mapping
Detailed Syllabus:
Unit 1: Representation of Coordinate Frames, Rotation Matrices, Homogenous Transforms,
Quaternions and Axis Angle Representations
Unit 2: LIDAR based Mapping and Localization
Unit 3: Principles of Computer Vision: Camera Modelling, Calibration, Reconstruction and

Resection
Unit 4: Backend Optimization for LIDAR Based SLAM, Bundle Adjustment
Reference Books:
1. Introduction to Robotics: Mechanics and Control by John J Craig

2. Invitation to 3D Vision: Ma, Soatto, Koseca and Shastry
3. Multiple View Geometry in Computer Vision: Richard Hartley and Andrew Zisserman
Classes invoke rich graphical content in the form of images, representations, videos to elucidate
difficult concepts in robotic vision. Code walkthroughs, simulation of algorithms used to
enhance understanding. Learning by doing, coding and simulation is highly promoted and
encouraged. Students understand difficult mathematical concepts and abstraction by coding it
using state of the art software, simulation frameworks, libraries and solvers.
− Programming Assignments: 60%

− Mid Sem: 20%
− End Exam: 25%
------------------------------------------------------------------------------------------------------------------
----------------------------------------
Page 88 of 112
Title of the Course: Principles of Semiconductor Devices
Course Code: ECE462
L-T-P 3-1-0
Credits 3
P=Practical hours)
AEC, EW1 & EW2
CO-1Describe quantum mechanics basics: Heisenberg’s principle, energy band (conduction & valance
bands, energy gap).
CO-2 Explain the basic physics for PN junctions, MOS, MS junctions, MOSFET & BJT
CO-3Calculate basic semiconductor device parameters and solve problems related to design of above
mentioned semiconductor devices.
CO-4 Design very simple diode & MOSFET circuits
3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific Outcomes
(PSOs) – Course Articulation Matrix
P
PO PO PO PO PO PO PO PO PO PO PO PS PS PS PS
O
2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3 O4
1
C 3 1 1 1 1 1 1 1 1 1 1 3 2 2 1 3
O1
C 3 3 1 1 1 1 1 1 1 3 1 3 2 3 3 3
O2
C 2 2 3 2 1 1 1 1 1 1 1 3 2 2 3 3
O3
C 2 1 2 3 3 1 2 1 1 1 1 3 2 3 1 3
O4
Page 89 of 112
PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’
mapping
Unit 1: Semiconductor Properties
Unit 2: Quantum Mechanics and Energy Band Theory
Unit 3: Carriers in equilibrium, G-R processes
Unit 4: Carrier Transport
Unit 5:PN Junction physics
Unit6: MOS & MOSFET
Unit7: BJT
Reference Books:
1. Advanced Semiconductor Fundamentals by Robert Pierret
2. Semiconductor Device Fundamentals by Pierret
Students will be applying the lecture discussion to solved examples shared with them in the class. The
assignments given will reinforce the concepts. Class room learning will be done in interactive method as
much as possible. Occasionally self assessment test (1minute paper) will be given. In lab class, students
will make simple circuits using simple basic components.
Mid Sem Exam 1 15*
Mid Sem Exam 2 15*
End Exam 25*
Assignments 15
Mini Project 25
1 minute paper (in class) [weekly

5
prescheduled]
-------------------------------------------------------------------------------------------------------------------
-----------------------------------
Page 90 of 112
Title of the Course: Robotics: Planning and Navigation
Course Code:
L-T-P……… 3-1-0
Name of the Academic Program: B. Tech. in ECE, BTech in CSE
Computer Programming, Data Structures and Algorithms. Knowledge of Functional Optimization is a

plus.
CO-1 :Demonstrate familiarity with different paradigms in robotic motion planning
CO-2:Analyze robotic planning algorithms in the context of navigating in an environment to

accomplish a goal
CO-3: Explain the significance of mathematical frameworks of functional optimization as well as

robot kinematics in robotic planning and navigation tasks.
CO-4: Apply principles of functional optimization and robot kinematics to propose analytical
frameworks, algorithms for solving real world problems in robotic motion planning, navigation.
CO-5: Create and Simulate the algorithms using state of the art software and libraries and
evaluate its performance on specified tasks
Outcomes (PSOs)
O1 O2 O3 O4 O5 O6 O7 O8 O9 10 11 12 O1 O2 O3 O4
CO 3 2 1 1 1 1 1 2 2 1 1 2 1 1 1 2
1
CO 3 3 1 2 1 1 1 2 2 1 1 1 1 1 1 2
2
Page 91 of 112
CO 2 3 1 2 1 1 1 2 2 2 1 2 1 1 1 3
3
CO 3 2 3 2 2 1 1 2 2 2 1 3 1 1 1 3
4
CO 2 2 3 2 3 1 1 2 3 3 3 3 1 1 1 3
5
Each Course Outcome (CO) may be mapped with one or more Program Outcomes (POs). Write
‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-level’ mapping
Detailed Syllabus:
Unit 1: Classical AI Based Planning and its Limitations
Unit 2: Sampling Based Kinematic Planners, Trajectory Optimization
Unit 3: Model Predictive Control and Velocity Obstacles for Dynamic Scenes
Unit 4: Uncertainty Modelling, Planning under Uncertainty
Reference Books:
1. Trajectory Planning for Automatic Machines and Robots by Luigi Biagiotti · Claudio
Melchiorri
2. Introduction to Robotics: Mechanics and Control by John J Craig
Classes invoke rich graphical content in the form of images, representations, videos to elucidate difficult
concepts in robotic motion planning. Code walkthroughs, simulation of algorithms used to enhance
understanding. Learning by doing, coding and simulation is highly promoted and encouraged. Students
understand difficult mathematical concepts and abstraction by coding it using state of the art software,
simulation frameworks, libraries and solvers.
− Programming Assignments: 50%

− Mid Sem : 20%
− End Exam: 30%
-----------------------------------------------------------------------------------------------------------------------------
-------------------
Title of the Course: Signal Detection and Estimation Theory
Page 92 of 112
Name of the faculty : PrafulMankar
Course Code: ECE431
L-T-P: 3-1-0
Credits: 4
Name of the Academic Program B. Tech. in Electronics and Communication

Engineering
Prerequisite Course / Knowledge: Probability Theory and Random Processes

CO-1: Describe the various detection methods for detecting/classifying the
deterministic/random signals with perfect or statistical knowledge of their parameters.
CO-2:Discuss the various estimation methods for estimating the parameters of linear and non-
linear signal models in the presence of Gaussian and non-Gaussian noise.
CO-3: Analyze and design an optimal detector for a given false alarm rate to detect
deterministic/random signals.
CO-4: Analyze and design a minimum variance unbiased estimator, if it exists, for
estimating the parameters of a signal.
CO-5: Implement and perform numerical analysis of the estimation and detection
methods using Matlab.
CO-6: Apply a suitable method for the estimation/detection problems in the diverse
engineering fields.

1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4
C 3 2 0 0 0 0 0 0 0 1 0 2 0 2 1 0
O1
Page 93 of 112
C 3 2 0 0 0 0 0 0 0 1 0 2 0 2 1 0
O2
C 3 3 3 2 0 0 0 0 0 0 0 2 0 3 2 1
O3
C 3 3 3 2 0 0 0 0 0 0 0 2 0 3 2 1
O4
C 3 2 2 1 0 0 0 0 0 0 0 1 0 2 1 1
O5
C 3 2 2 1 0 0 0 0 0 0 0 1 0 2 3 2
O6
Note: ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’ mapping, 1 for ‘Low’-
level’ mapping
Detailed Syllabus:
Unit 1: Estimation Theory - Minimum Variance Unbiased (MVU) Estimation, Cramer Rao lower
bound, Fisher Information, Neyman-Fisher factorization, Sufficient and complete test statistics, Rao-
Blackwell-Lehmann-Scheffe theorem.
Unit 2:Estimation methods - Best linear unbiased estimation (BLUE), Least square estimation (LSE),
Maximum likelihood estimation (MLE), Bayesian Approach, Numerical methods - Newton Raphson and
Expectation maximization (EM) methods.
Unit 3: Detection Theory - Hypothesis testing, Neyman-Pearson (NP) theorem, Likelihood ratio
test (LRT), Receiver operating characteristic (ROC), Minimum probability of error, Bayes Risk,
Minimum Bayes risk detector, MAP detector.
Unit 4: Detection methods–Detection of deterministic signals - Matched filter for WGN and non-
WGN, Binary and M-array signal detection using matched filter;
Detection of random signals - Estimator-correlator and linear model;
Detection of deterministic signal with unknown parameters - Composite hypothesis testing, Generalized
LRT (GLRT), Bayesian approach, Rao test, Wald test.
Reference Books:
1. Steven M. Kay, Fundamentals of Statistical Signal Processing: Estimation Theory, Vol. 1,
Prentice-Hall, 1993
2. Steven M. Kay, Fundamentals of Statistical Signal Processing: Detection Theory, Vol. 2,
Prentice-Hall, 1998
Teaching-Learning Strategies in brief:
Page 94 of 112
This course includes the topics on theoretical understanding and the optimal designs of the detection and
estimation methods. The lectures are designed to teach complex theoretical concepts using simplistic
examples while assuming that students have prerequisite knowledge in probability theory and random
processes. The tutorials are focused on applying estimation/detection methods learned in class to more
complex signal processing and communication engineering problems. The grading plan of this course
includes one mid semester exam and one end semester examalong with the homework assignments and
term paper presentation. While 50% of the weightage is given for the mid semester and end semester
exams, the remaining weightage is reserved for the term paper presentation and the homework assignment
for engaging students in research-oriented thinking. The assignments problems are designed to compel
students to creatively apply the complex concepts learned in the class for the designing optimal
estimation/detection methods for various problems. Besides, the assignments also include the
MATLAB/Python programming problems for implementing some of the estimation methods learned in
the class. Students in the group of two are encouraged to choose their term paper presentation topics based
on the seminal research articles on estimation and detection theory and its applications.
Assessment methods and weightages in brief

− Home Assignments: 30%
− Term Paper: 30%
− Mid Semester Exam: 20%
− End Semester Exam: 30%
---------------------------------------------------------------------------------------------------------------------------
Title of the Course: ......................... Speech Signal Processing

Faculty Name: Anil Kumar Vuppala
Course Code:
L-T-P……… 3-1-0
Suggested to have a Signal Processing course or DSA course.
CO-1 :Explaining the speech production and modeling of it.
CO-2: Analyzing the algorithms for speech events extraction.
CO-3: Applying mathematical foundations of signal analysis for speech feature extraction.
Page 95 of 112
CO-4: Analyzing the speech signals using excitation source and prosody.
CO-5: Explaining the basics of speech applications.
CO-6: Designing the algorithms for speech events detection and speech applications
building.
O O O O O O O O O 10 11 12 O1 O2 O3 O4
1 2 3 4 5 6 7 8 9
C 2 2 1 1 1 1 1 1 2 1 1 2 - 3 - -
O
1
C 3 2 1 1 1 1 1 1 2 1 1 2 - 3 - -
O
2
C 3 2 2 1 1 1 1 1 2 1 1 2 - 3 - -
O
3
C 3 2 2 1 1 2 1 1 2 1 1 2 - 3 - -
O
4
C 2 3 2 2 1 2 2 1 2 1 1 3 - 3 - -
O
5
C 2 3 3 3 2 2 2 1 3 2 2 3 - 3 - -
O
6
Page 96 of 112
level’ mapping
Detailed Syllabus:
Unit 1:Overview of signal processing, speech production, speech perception, types of
speech, and LTI model of speech production.
Unit 2: Pitch, formants, epochs and vowel region extraction.
Unit 3: Speech analysis: STFT analysis, Linear prediction analysis and cepstral analysis.
Unit 4: Prosody analysis and excitation source analysis of speech.
Unit-5: Applications of speech processing such as speech recognition, speaker recognition
and speech synthesis.
Reference Books:
1. Introduction to Digital Speech Processing by Lawrence R. Rabiner and Ronald W.
Schafer, now Publishers Inc. Hanover, USA, 2007.
2. Discrete Time Speech Signal Processing: Principles and Practice-Thomas F. Quateri,
Ed., PE, 2004.
3. Speech Communications Human and Machine by Douglas O Shaughnessy, 2nd Edition,
IEEE Press, 2000.
4. Speech and Audio Signal Processing, Processing and Perception of Speech and Music-
Ben Gold and Nelson Morgan, Wiley- India Edition, 2006.

It is an introduction to speech processing course, so regular software oriented assignments are
given to understand the concepts. Surprise class tests are conducted based on assignments to test
the seriousness in assignment solving. As a part of teaching, practical systems like speech
recognition, speaker recognition etc are demonstrated in the class. Course projects are given on
the concepts learned to design speech applications.
Quizzes 30%
Assignments 25%
Project 20%
Page 97 of 112
End Viva 25%
-------------------------------------------------------------------------------------------------------------------------
Speech Systems : Pending

-------------------------------------------------------------------------------------------------------------------------
Title of the Course: Statistical Methods in Artificial Intelligence
Course Code:
L-T-P……… 3-1-0
Name of the Academic Program B. Tech. in CSE
Should have taken Basic courses in maths (related topics: Linear Algebra,
Probability, Differential Calculus).
CO-1 : Demonstrate capability to model and represent physical entities as vectors

(feature vectors) and carry out numerical computation.
CO-2:Formulate and solve many practical problems as classification and regression. Also
appreciate other problem settings like clustering, structured prediction.
CO-3: Explainthe fundamental mathematical ideas behind the popular machine learning
algorithms
Page 98 of 112
CO-4: Discussthe practical (computational) challenges in design and implementation of
machine learning algorithms including (i) dimensionality reduction (ii) computational
complexity (iii) convergence of the algorithm (iv) offline and online computation
CO-5: Apply the learnings on practical problems and real life data. Appreciate the
challenges with the real world data sets.
CO-6: Discussthe nuances of conducting experiments, analyzing performances and expose the
world of empirical science in computation.

1 2 3 4 5 6 7 8 9 0 1 2 1 2 3 4
C 3 2 2 2 1 1 1 1 1 1 1 2 3 1 1 3
O1
C 1 3 3 2 1 2 1 2 2 2 1 3 3 2 1 3
O2
C 3 1 1 1 1 1 1 1 1 1 1 1 3 1 1 3
O3
C 3 2 3 2 2 1 2 1 2 2 1 3 3 1 2 3
O4
C 1 1 3 2 3 2 1 2 2 2 2 3 3 3 3 3
O5
C 1 1 3 1 3 1 1 2 1 1 1 2 3 1 1 3
O6
level’ mapping
Detailed Syllabus:
Unit 1: Representation, Vectors, Distributions, Dimensionality reduction, problems and challenges in
machine learning
Unit 2: Basic algorithms in machine learning, PCA, Perceptrons, Decision Trees, Analysis
Page 99 of 112
Unit 3: Popular algorithms and settings including unsupervised learning, Support Vector Machines,
Kernels, Bias and Variance, Model Selection.
Unit 4: Neural Network Learning, Multi LayerPerceptrons, Backpropagation Algorithms, Exposure to

Deep Learning.
Reference Books:
1. MDeisenroth, A. Faisal, C.Ong, Mathematics for Machine Learning, Cambridge Univ Press,
2020
2. R. Duda, P. Hart and D. Stock, Pattern Classification, Wiley, 2007
3. I Goodfellow, Y. Bengio, A. Courville, Deep Learning, MIT Press, 2016

Course lectures will connect the algorithms and approaches to the real world
examples. This motivates the student and also convince the need of formal and
mathematical way of approaching the real world problem solving. Lectures also
introduce the visualization skills of the data and distribution with the aim of
appreciating the data. Associated sessions and components (tutorials, homeworks)
expose the popular libraries and software infrastructure for machine learning today.

− Homeworks: 30%
− In-class Objective Tests: 10%
− Projects/Term Papers: 10%
− Mid semester exam1: 15%
− Mid Semester exam2: 15%
− End SemesterExam: 20%
-----------------------------------------------------------------------------------------------------
Title of the Course: Systems Biology

Name of the Faculty: Vinod PK
Course Code:
L-T-P………… 3-1-0
Page 100 of 112

Credits………… 2
P=Practical hours)
CO-1: Identify regulatory motifs of biological networks
CO-2: Infer the design principles of biological systems
CO-3: Analyze biological systems by mathematical modelling
P P P P P P P P P P P P PS PS PS PS
O O O O O O O O O O O O O O O O
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4
C 3 1 1 1 1 1 3 1 3
O
1
C 3 3 1 3 3 1 3 2 3
O
2
C 3 3 1 3 3 1 3 3 3
O
3
Note: Each Course Outcome (CO) may be mapped with one or more Program Outcomes
(POs) and PSOs. Write ‘3’ in the box for ‘High-level’ mapping, 2 for ‘Medium-level’
mapping, 1 for ‘Low’-level’ mapping
Unit 1: Network organization: Motifs, modules, and hierarchical networks
Unit 2: Design principles of biological systems
Unit 3: Dynamic modelling of biochemical systems
Page 101 of 112

Unit 4: Biological Switches and Clocks,
Unit 5: Robustness of Biological systems
Unit 5: Biological noise
Reference Books:
1. An Introduction to Systems Biology: Design Principles of Biological Circuits by Uri
Alon, Chapman & Hall
2. Systems Biology: A Textbook by Edda Klipp, Wolfram Liebermeister, Christoph
Wierling, Axel Kowald, Hans Lehrach, Ralf Herwig, Wiley-VCH.
This course builds the foundation for inferring the principles of biological systems using
mathematical modelling. Lectures include solving problems in class and participation of
students and include discussion on research articles. Evaluations test their ability to solve and
implement models using computers.
• Quiz - 20%
• End semester exam – 30%
• Assignments – 30%
• Short project – 20%
-------------------------------------------------------------------------------------------------------------------
-----------------------------------
Title of the Course: ........................ Time Frequency Analysis

Course Code: ....................................
L-T-P……… 3-1-0
Credits 4
Should have taken Signal Processing course.
Page 102 of 112

CO-1 : Demonstrate usability of joint time-frequency transforms and distributions in
signal processing.
CO-2: Apply principles of time & frequency fundamentals to understand uncertainties in
joint time-frequency representation.
CO-3: Developing mathematical foundation for joint time-frequency representation.

CO-4: Analyzing signals with Wavelet theory of signal processing.
CO-5: Explaining the application of advanced transforms for signal analysis.
CO-6: Designing the algorithms for modeling non-stationary signals.
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3 O4
CO 2 2 1 1 1 1 1 1 2 1 1 2 - 3 - -
1
CO 3 2 1 1 1 1 1 1 2 1 1 2 - 3 - -
2
CO 3 2 2 1 1 1 1 1 2 1 1 2 - 3 - -
3
CO 3 2 2 1 1 2 1 1 2 1 1 2 - 3 - -
4
CO 2 3 2 2 1 2 2 1 2 1 1 3 - 3 - -
5
CO 2 3 3 3 2 2 2 1 3 2 2 3 - 3 - -
6
Page 103 of 112

level’ mapping
Detailed Syllabus:
Unit 1: Introduction to Vector Space, Basis Functions, Basis, Frames. Review of Fourier
series and transform.
Unit 2: Fundamentals of time and frequency. Time-bandwidth product. Uncertainty
principle.
Unit 3: STFT, Wavelet theory of signal processing, multi-resolution analysis.
Unit 4: Wigner Ville distribution, HHT and S-transform.
Unit-5: Applications in signal and image processing.
Reference Books:
1. Time - Frequency Analysis, L. Cohen, Prentice Hall, 1997.
2. A wavelet tour of signal processing, S. Mallat, Third edition, Academic Press, 2009.
3. Fourier and wavelet signal processing, Kovacevic, J., Goyal, V.K. and Vetterli, M.,
2013.

It is a mathematical oriented signal processing course, so regular problem solving assignments
are given to understand the concepts. Surprise class tests are conducted based on assignments to
test the seriousness in assignment solving. As a part of teaching, practical examples like speech
and images are used for
demonstration of mathematical concepts learned. Advanced concepts applications are studied
by doing course projects.

Assignments -- 20% Mid exams -- 30% End Project -- 15% End exam -- 35%
-------------------------------------------------------------------------------------------------------------------
---------------------------
Title of the Course: Topics in Coding Theory
Faculty Name: Prasad Krishnan
Page 104 of 112

Course Code:
L-T-P: 3-1-0
Credits : 4
Name of the Academic Program: B. Tech in Electronics and Communication Engineering

1. Linear Algebra over field of Complex Numbers: Vector Spaces, Bases, Dimension,
Subspaces, Connection between Linear Operators and Matrices, Diagonalizability of
Hermitian Operators/Matrices (Mandatory)
2. Basics of Linear Algebra over Finite Fields and Linear Block Codes (Highly preferable
but not mandatory) 2. Course Outcomes (COs) :
CO-1: Describe the basic postulates of Quantum Mechanics (Quantum bits (qubits) to represent
information, transformations on qubits via Unitary operators, Quantum Measurements
CO-2: Describe the effects on noise on qubits such as bit flip and phase flip errors, and the
relevance of quantum error correction codes (QECCs).
CO-3: Demonstrate understanding of basic principles of QECCs [the role of pauli matrices], their
encoding and decoding techniques [via the Shor Code, a 1 qubit QECC that corrects bit and phase
flip errors]
CO-4: Analyze the Calderbank Shor Steane code via the Stabilizer formalism of QECCs and
understand the relationship of these to classical codes.
CO-5: Demonstrate ability to understand recent topics of research in QECCs and their
applications in coding theory domain.
3. Mapping of Course Outcomes (COs) with Program Outcomes (POs) and Program Specific Outcomes
(PSOs) – Course Articulation Matrix
PO PSO PSO PSO

5 2 3 4
PO PO PO PO PO PO PO PO PO1 PO1 PO1 PSO
1 2 3 4 6 7 8 9 0 1 2 1
3 1 - - - - - - - - - 2 - 3 1 -
Page 105 of 112

CO
1
2 2 - - - - - - - - - 2 - 3 1 -
CO
2
2 2 - - - - - - - - - 2 - 3 1 -
CO
3
3 1 - 2 - - - - - - - 2 - 3 2 -
CO
4
3 2 - - 3 - - - - - - 2 - 3 - -
CO
5
Unit 1 : Linear Algebra Refresher (Vector spaces over C, Operators on Vector spaces, Eigen
values, vectors and Diagonalization , Tensor Products), Postulates of Quantum Mechanics –
Qubits, Measurements, Operators, Errors and their representation via Pauli Matrices, Basics of
Quantum Circuits required for QECCS Unit 2: Principles of Quantum Error Correcting Codes,
Quantum Noise (bit flip, phase flip, depolarizating), Knill Laflamme Conditions
Unit 3: Bit-flip & Phase-flip correcting Shor Code, Review of Classical Linear Block Codes,
Bounds for QECCs Unit 4: Stabilizer Formalism, encoding, decoding and the Calderbank-Shor-
Steane Construction, Connection to classical codes to CSS Codes, Important QECC examples -
Steane code [[7,1,3]], and [[15,1,5]] quantum Reed-Muller code.
Unit 5: Further constructions of QECCS beyond CSS codes (Topological Codes, Subsystem
Codes), Applications of Quantum computation in recent problems in communication/coding
theory.
Reference Books
1. M. Nielsen and I. Chuang, Quantum Computation and Quantum Information, Cambridge

University Press, 2000, ISBN 978-1-107-00217-3 (10th edition).
1. Quantum Information Processing and Quantum Error Correction: An
Engineering Approach, Ivan Djordjevic, Academic Press (23 May 2012), ISBN-
13 : 978-0123854919
Page 106 of 112

3. Quantum Error Correction, Lidar D.A., Brun T.A, Cambridge University Press, Year:
2013, 978-0-521-89787-7
The course is on learning the basics of Quantum error correcting codes, constructions of Quantum error
correction, performance analysis, and decoding. The material will be covered via lectures which are
systematically prepared and delivered considering the prerequisite knowledge of the students. The
tutorial sessions will be engaging the students via a number of problems that are linked to the theory
sessions covered in the class. The evaluation plan of the course involves written exam, home
assignments and term paper presentation. As this is a course meant for research-oriented students, 40%
of the weightage is shared between home assignments and term paper presentations. The term paper
presentation will involve a presentation of a recent research paper individually or group-wise. The mid-
term and end semester exams have cumulatively 60% of the remaining weightage will examine the
students’ understanding in the topics covered in the class via various problems.
Home Assignments (Problem Sets 3-4) 20%
Mid term (1) 20%
End Semester Examination 40%
Term paper presentation 20%
-------------------------------------------------------------------------------------------------------------------
---------------------------------------
TITLE : Topics in Machine Learning
CREDITS : 4 Credits
L-T-P : 3-0-1
TYPE-WHEN : Monsoon
FACULTY NAME : Dr. Naresh Manwani
OBJECTIVE : This is a senior undergraduate/ graduate level elective
that introduces students to the basics of the online learning and reinforcement learning par-
adigm.
Page 107 of 112

PRE-REQUISITE : Good background in Linear Algebra and Probability
theory, Statistical Methods in AI (Mandatory).
COURSE CONTENT :
CO-1: Introduction to Reinforcement Learning, Finite Markov Decision Processes, Goals

and Rewards, Returns, Value Functions, Optimal Value Functions, Optimality and
Approx- imation.
CO-2: Dynamic Programming, Policy Evaluation, Policy Improvement, Policy Iteration,

Value Iteration, Linear Programming.
CO-3: Monte Carlo Methods, Off-policy Prediction via Importance Sampling, Off-Policy
Monte Carlo Control.
CO-4: Temporal-Difference Learning, TD Prediction, Optimality of TD(0), Sarsa: On-

Policy TD Control, Q-learning: Off-Policy TD Control, Expected Sarsa, Maximisation Bias
and Double Learning
CO-5: Function approximation methods, semi-gradient methods, deep Q-learning, double

deep Q-learning, Approximate Dynamic Programming, Policy gradient methods,
Reinforce, Monte-Carlo policy gradient, actor critic policy gradient.
CO-6: Inverse RL, Apprenticeship Learning, Imitation Learning.
CO-7: POMDP, Policy tree, Value Function, Value Iteration Algorithm for POMDP.
Page 108 of 112

O O O O O O O O O 10 11 12 O O O O
1 2 3 4 5 6 7 8 9 1 2 3 4
C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
1
C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
2
C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
3
C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
4
C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
5
C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
6
C 3 3 3 3 3 - - - 2 2 2 2 3 3 3 3
O
7
Textbook/References :
A. Reinforcement Learning: An Introduction, Second Edition”, Sutton & Barto. 2012. The
MIT Press.
Page 109 of 112

B. Mehryar Mohri, Afshin Rostamizadeh, and Ameet Talwalkar. 2012. Foundations of Ma-
chine Learning. The MIT Press.
C. Ian Goodfellow, Yoshua Bengio and Aaron Courville, Deep Learning, The MIT Press,
2016.
D. Csaba Szepesv ́ari, Algorithms for Reinforcement Learning, Morgan and Claypool,
2010.
E. Martin L. Puterman, Markov Decision Processes: Discrete Stochastic Dynamic Pro-
gramming, 1st Edition, John Wiley & Sons, Inc. New York, NY, USA, 1994.
F. Markov Decision Processes in Artificial Intelligence MDPs, Beyond MDPs and Ap-
plications By, Olivier Sigaud, Olivier Buffet.
GRADING PLAN:
Small Quizzes (10 quizzes) 20%
Quiz-1 10%
Quiz-2 10%
End Sem Exam 15%
Assignments (3 Total) 45%
List of Electives:
Advanced Algorithms
Advanced Computer Networks
Advanced Data Systems
Advanced NLP (100)
Advanced Optimization: Theory and Applications
Algorithms and Operating Systems
Analog IC Design
Behavioral Research & Experimental Design
Behavioral Research: Statistical Methods
CMOS Radio Frequency Integrated Circuit Design
Cognitive Neuroscience
Page 110 of 112

Cognitive Science and AI
Compilers
Computational Social Science
Data Analytics I
Data Foundation Systems
Data Systems
Design for Social Innovation
Design for Testability
Differential Equations
Digital Image Processing
Distributed Data Systems
Distributed Systems
Distributing Trust and Block Chains
Eco-Informatics
Environmental Science & Technology
Fairness, Privacy and Ethics in AI
FPGA based Accelerator Design
Functional Analysis
Green Buildings
Hydro Informatics
ICTs for Development
Information Retrieval & Extraction
Information Security Audit and Assurance
Internals of Application Servers
Intro to Cognitive Science
Intro to UAV Design
Introduction to Game Theory
Introduction to Neural and Cognitive Modeling
Introduction to Neuroeconomics
Introduction to NLP
Linear Partial Differential Equations and Variational Calculus
Mechatronics System Design
Mobile Robotics
Modern Complexity Theory
Multivariate Analysis
Music, Mind, and Technology
Online Privacy
Optical Remote Sensing
Optimization Methods
Principles of Information Security
Page 111 of 112

Principles of Programming Languages
Principles of Semiconductor Devices
Quantum Algorithms
Radar Systems
Real-Time Systems
Research in Information Security
Robotics: Dynamics and Control
Robotics: Planning and Navigation
Signal Detection and Estimation Theory
Social Science Perspective on HCI
Software Engineering
Spatial Data Sciences
Spatial Informatics
Speech Signal Processing
Statistical Methods in AI
System and Network Security
Technology Product Entrepreneurship
Time Frequency Analysis
Topics in Applied Optimization
Topics in Deep Learning
Topics in Machine Learning
Topics in Signal Processing
Topics in Software Engineering
Topics in Software Foundations
Page 112 of 112

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International Institute of Information Technology, Hyderabad

School of Multi-disciplinary Computing

B. Tech. in Electronics and Communication Engineering

Program Educational Objectives (PEOs)

PEO 1: Demonstrate comprehensive knowledge of analytical foundations to Electronics

PEO 4: “Exhibit qualities of teamwork, appreciation of collaboration that entails

PEO 5: Develop creativity, Research related skills, self- learning, entrepreneurial

Mapping between PEOs and Mission Statements

After completion of B.Tech in Electronics and Communication Engineering, the Graduates

PO1: Engineering Knowledge: Apply the knowledge of mathematics, science, engineering

PO2: Problem analysis: Identify, formulate, research literature, and analyze

PO3: Design/Development of solutions: Design solutions for complex engineering

PO4: Conduct investigations of complex problems: Use research-based knowledge

PO10: Communication: Communicate effectively on complex engineering activities with

Program Specific Outcomes (PSOs)

PSO2: Demonstrate conceptual understanding of signal processing and communications and

Requirements for a BTech degree in ECE:

A. Maths requirement (16 credits): 3 core + 1 elective courses

Core Maths courses

Real Analysis Semester 1

Core HSS Science courses

E. Programme core requirement: These are to be completed in the first 4 semesters.

Core courses in the ECE Programme: (53 credits)

The following is the requirement for different type of students.

Choice Based Credit System:

Networks Signals and Systems

Name of the Academic Program : B. Tech in ECE

1.Prerequisite Course / Knowledge:

2.Course Outcomes (COs) (5 to 8 for a 3 or 4 credit course):

Unit 6: Signals, representation, sinusoids, and Fourier series

5.Teaching-Learning Strategies in brief (4 to 5 sentences):

6.Assessment methods and weightages in brief (4 to 5 sentences):

Type of Evaluation [3 credit- lecture] Weightage (in %)

1. Prerequisite Course / Knowledge:

No prior programming experience or computing background is required.

2. Course Outcomes (COs)

1. K. N. King. 2008. C Programming: A Modern Approach, Second Edition.

5. Teaching-Learning Strategies in brief

6. Assessment methods and weightages in brief

1. Programming Assignments (5 to 6) : 50 percent

1. Prerequisite Course / Knowledge:

2. Course Outcomes (COs)

CO3. demonstrate skills in constructing rigorous mathematical arguments;

CO5. demonstrate skills in communicating mathematics.

3.Mapping of Course Outcomes (COs) with Program Outcomes (POs) and

Unit 4: Analytic function of complex variable, CR Equation, harmonic functions, Laplace

Unit 5 Integration of a function of a complex variable, M-L inequalities. Cauchy’s Integral

• Churchill, Ruel V. and Brown, James Ward, Complex Variables and

• Ahlfors, Lars V., Complex Analysis: An Introduction to the Theory of Analytic

5.Teaching-Learning Strategies in brief:

6. Assessment methods and weightages in brief:

Assignments in theory: 10 marks, Quizzes in theory: 10 marks, Mid Semester Examination in

Digital Systems and Microcontrollers

1. Prerequisite Course / Knowledge:

CO-2: Develop a simplified combinational circuit as a solution for a given problem.

5. Teaching-Learning Strategies in brief (4 to 5 sentences):

6. Assessment methods and weightages in brief (4 to 5 sentences):

Pre-requisite Course/ Knowledge:

Basics of Circuit Analysis Introductory C Programming