Savitribai Phule Pune University, Pune

Maharashtra, India

Faculty of Science and Technology

National Education Policy (NEP)-2020 Compliant Curriculum

SE - Second Year Engineering (2024 Pattern) in

Computer Engineering
&

Computer Science and Engineering

(With effect from Academic Year 2025-26)

Final Version - 20/06/2025

Contents

Abbreviation 1

Preface by Board of Studies 2

Program Educational Objectives 3

Knowledge and Attitude Profile (WK) 4

Program Outcomes 5

General Rules 7

Curriculum Structure - Semester III 10

Curriculum Structure - Semester IV 11

Semester - III Courses 12

Data Structures 13

Object Oriented programming and Computer Graphics 15

Operating Systems 18

Data Structures Laboratory 21

Object Oriented Programming and Computer Graphics Lab 26

Digital Electronics and Logic Design 30

Entrepreneurship Development 33

Universal Human Values and Professional Ethics 39

Community Engagement Project 44

Semester IV - Courses 48

Database Management System 49

Discrete Mathematics 52

Computer Organization and Microprocessor 55

Database Management Lab 58

ii
Microprocessor Lab 62

Internet of Things 65

Web Developement 68

Modern Indian Languages - Marathi 70

Modern Indian Languages - Hindi 71

Engineering Product Design 72

Environmental Studies 75

Acknowledgement 77

iii
Nomenclature

AEC Ability Enhancement Course

AICTE All India Council for Technical Education

CEP Community Engagement Project

EEM Entrepreneurship/Economics/Management Courses

MDM Multidisciplinary Minor

MOOC Massive Open Online Course

NEP National Educational Policy

NPTEL National Programme on Technology Enhanced Learning

OE Open Elective

PCC Program Core Course

PEO Programme Educational Objectives

PSO Program Specific Outcomes

SWAYAM Study Webs of Active-Learning for Young Aspiring Minds

VEC Value Education Course

VEC Value Education Course

VSE Vocational and Skill Enhancement Course

WK Knowledge and Attitude Profile

1
 Preface by Board of Studies

Dear Students and Teachers,

We, the members of Board of Studies Computer Engineering, are very happy to present Second Year
Computer Engineering and CSE syllabus effective from the Academic Year 2025-26. The present
curriculum will be implemented for Second Year of Engineering from the academic year 2025-26.
Subsequently this will be carried forward for TE and BE in AY 2026-27, 2027-28 respectively.
Computer Engineering is a dynamic discipline that provides the foundation for the design, develop-
ment, and application of computer systems and other computing devices. This curriculum is designed
to provide students with a comprehensive understanding of the fundamental principles, theories,
and practices of computer engineering, while also preparing them for the ever-evolving technological
landscape.

The revised syllabus falls in line with the objectives of NEP - 2020, Savitribai Phule Pune University,
AICTE New Delhi, UGC, and various accreditation agencies by keeping an eye on the technological
developments, innovations, and industry requirements. Wherever possible additional resource links
of platforms such as NPTEL, Swayam are appropriately provided at the end of each course. Learners
are now getting sufficient time for self learning either through online courses or additional projects
for enhancing their knowledge and skill sets. This will definitely help learners to facilitate their en-
hanced learning based on their interest.

This curriculum is the result of extensive consultation with academic experts, industry professionals,
and alumni to ensure relevance and excellence. It is designed not only to meet the current industry
standards but also to prepare students for higher studies and research in the field of computer engi-
neering.

We hope that this curriculum will inspire students to become competent professionals, responsible
citizens, and contributors to the technological advancement of society.

Dr. Nilesh Uke

Chairman
Board of Studies - Computer Engineering

Members of Board of Studies - Computer Engineering

Dr. Pramod Patil Dr. Dipti Patil
Dr. Dhananjay Kshirsagar Dr. Amol Potgantwar
Dr. Sachin Babar Dr. Balwant Sonkamble
Dr. Suhasini Itkar Dr. Sachin Sakhare
Dr. Dipak Patil Dr. Vandana Dhingra
Dr. Deepali Ujalambkar Dr. Vaishali Vikhe
Dr. Pradip Jawandhiya Dr. Sandeep Deshmukh

2
 Curriculum for Master of Engineering - Computer Engineering and Computer Science and
Engineering (2024 Pattern)

Program Specific Outcomes (PSO)

• PSO1: Professional Skills-The ability to understand, analyze and develop computer programs
in the areas related to algorithms, system software, multimedia, web design, big data analytics,
and networking for efficient design of computer-based systems of varying complexities.

• PSO2: Problem-Solving Skills- The ability to apply standard practices and strategies in software
project development using open-ended programming environments to deliver a quality product
for business success.

• PSO3: Successful Career and Entrepreneurship- The ability to employ modern computer lan-
guages, environments and platforms in creating innovative career paths to be an entrepreneur
and to have a zest for higher studies.

Programme Educational Objectives (PEO)

Program Educational Objectives are broad statements that describe the career and professional ac-
complishments that the program is preparing graduates to achieve.

PEO PEO Focus PEO Statements

PEO1 Core competence Attainment of key principles and practices of computation,
mathematics and basic principles of engineering to ensure
that graduates are able to apply their software development
skills in design and implementation of practical systems
consisting of software and/or hardware components.
PEO2 Problem solving Analyze real-life problems and impart science-based
skills and Ethics engineering education to develop professional skills that will
prepare the students for immediate employment in the
industry.
PEO3 Professionalism and Imbibe lifelong learning, professional and ethical attitude for
Lifelong Learning embracing global challenges and make positive impact on
environment and society.

3
 Curriculum for Second Year of Engineering - Computer Engineering and Computer Science
and Engineering (2024 Pattern)

Knowledge and Attitude Profile (WK)

A Knowledge and Attitude Profile (KAP), often represented as WK (Knowledge and Attitude Profile)
in some contexts, is a framework or assessment tool used to evaluate an individual’s knowledge and
attitudes related to a specific area, topic, or domain.

WK1 A systematic, theory-based understanding of the natural sciences

applicable to the discipline and awareness of relevant social sciences.
WK2 Conceptually-based mathematics, numerical analysis, data analysis,
statistics and formal aspects of computer and information science to
support detailed analysis and modelling applicable to the discipline.
WK3 A systematic, theory-based formulation of engineering fundamentals
required in the engineering discipline.
WK4 Engineering specialist knowledge that provides theoretical
frameworks and bodies of knowledge for the accepted practice areas
in the engineering discipline; much is at the forefront of the
discipline.
WK5 Knowledge, including efficient resource use, environmental impacts,
whole-life cost, re-use of resources, net zero carbon, and similar
concepts, that supports engineering design and operations in a
practice area.
WK6 Knowledge of engineering practice (technology) in the practice areas
in the engineering discipline.
WK7 Knowledge of the role of engineering in society and identified issues
in engineering practice in the discipline, such as the professional
responsibility of an engineer to public safety and sustainable
development.
WK8 Engagement with selected knowledge in the current research
literature of the discipline, awareness of the power of critical
thinking and creative approaches to evaluate emerging issues.
WK9 Ethics, inclusive behavior and conduct. Knowledge of professional
ethics, responsibilities, and norms of engineering practice.
Awareness of the need for diversity by reason of ethnicity, gender,
age, physical ability etc. with mutual understanding and respect, and
of inclusive attitudes.

Reference: Self-Assessment Report (SAR) Format Undergraduate Engineering Programs Graduate

Attributes and Professional Competencies Version 4.0 (GAPC V4.0) - (August 2024) Page 55.

4
 Curriculum for Second Year of Engineering - Computer Engineering and Computer Science
and Engineering (2024 Pattern)

Programme Outcomes (PO)

Program Outcomes are statements that describe what students are expected to know and be able to
do upon graduating from the program. These relate to the skills, knowledge, attitude and behaviour
that students acquire through the program. On successful completion of B.E. in Artificial Intelligence
and Data Science, graduating students/graduates will be able to:

PO1 Engineering Engineering Knowledge: Apply knowledge of mathematics,

knowledge natural science, computing, engineering fundamentals and an
engineering specialization as specified in WK1 to WK4
respectively to develop to the solution of complex engineering
problems.
PO2 Problem analysis Problem Analysis: Identify, formulate, review research literature
and analyze complex engineering problems reaching
substantiated conclusions with consideration for sustainable
development. (WK1 to WK4)
PO3 Design / Development Design/Development of Solutions: Design creative solutions for
of Solutions complex engineering problems and design/develop
systems/components/processes to meet identified needs with
consideration for the public health and safety, whole-life cost,
net zero carbon, culture, society and environment as required.
(WK5)
PO4 Conduct Investigations Conduct investigations of complex engineering problems using
of Complex Problems research-based knowledge including design of experiments,
modelling, analysis & interpretation of data to provide valid
conclusions. (WK8).
PO5 Engineering Tool Usage Create, select and apply appropriate techniques, resources and
modern engineering & IT tools, including prediction and
modelling recognizing their limitations to solve complex
engineering problems. (WK2 and WK6)
PO6 The Engineer and The Analyze and evaluate societal and environmental aspects while
World solving complex engineering problems for its impact on
sustainability with reference to economy, health, safety, legal
framework, culture and environment. (WK1, WK5, and WK7).
PO7 Ethics Apply ethical principles and commit to professional ethics,
human values, diversity and inclusion; adhere to national &
international laws. (WK9)
PO8 Individual and Function effectively as an individual, and as a member or leader
Collaborative Team in diverse/multi-disciplinary teams.
work
PO9 Communication Communicate effectively and inclusively within the engineering
community and society at large, such as being able to
comprehend and write effective reports and design
documentation, make effective presentations considering
cultural, language, and learning differences

5
 PO10 Project Management Apply knowledge and understanding of engineering
and Finance management principles and economic decision-making and
apply these to one’s own work, as a member and leader in a
team, and to manage projects and in multidisciplinary
environments.
PO11 Life-Long Learning Recognize the need for, and have the preparation and ability for
i) independent and life-long learning ii) adaptability to new and
emerging technologies and iii) critical thinking in the broadest
context of technological change. (WK8)

Reference: Self-Assessment Report (SAR) Format Undergraduate Engineering Programs Graduate

Attributes and Professional Competencies Version 4.0 (GAPC V4.0) - (August 2024) Page 56.

6
 General Rules and Guidelines

• Course Outcomes (CO): Course Outcomes are narrower statements that describe what stu-
dents are expected to know, and are able to do at the end of each course. These relate to the
skills, knowledge and behaviour that students acquire in their progress through the course.

• Assessment: Assessment is one or more processes, carried out by the institution, that identify,
collect, and prepare data to evaluate the achievement of Program Educational Objectives and
Program Outcomes.

• Evaluation: Evaluation is one or more processes, done by the Evaluation Team, for interpreting
the data and evidence accumulated through assessment practices. Evaluation determines the
extent to which Program Educational Objectives or Program Outcomes are being achieved, and
results in decisions and actions to improve the program

Guidelines for Examination Scheme

Theory Examination: The theory examination shall be conducted in two different parts Compre-
hensive Continuous Evaluation (CCE) and End-Semester Examination (ESE).

Comprehensive Continuous Evaluation (CCE) :

1. CCE of 30 marks based on all the Units of course syllabus to be scheduled and conducted at
institute level.

2. Case studies included under each unit are intended to support applied learning and are part of
Comprehensive Continuous Evaluation

3. These case studies will be assessed through internal assessment components such as presen-
tations, assignments, or group discussions. They shall not be included in the End-Semester
Theory Examination.

4. To design a Comprehensive Continuous Evaluation scheme for a theory subject of 30 marks with
the specified parameters, the allocation of marks and the structure can be detailed as follows:

Sr. Parameters Marks Coverage of Units

1 Unit Test 12 Marks Units 1 & Unit 2 (6 Marks/Unit)
2 Assignments / Case Study 12 Marks Units 3 & Unit 4 (6 Marks/Unit)
3 Seminar Presentation / Open Book 06 Marks Unit 5
Test/ Quiz

5. CCE of 15 marks based on all the Units of course syllabus to be scheduled and conducted at
institute level. To design a Comprehensive Continuous Evaluation (CCE) scheme for a theory subject
of 15 marks with the specified parameters, the allocation of marks and the structure can be detailed
as follows:
Sr. Parameters Marks Coverage of Units
1 Unit Test 10 Marks Units 1 & Unit 2 (5 Marks/Unit)
2 Seminar Presentation / Open Book Test/ 05 Marks Units 3 & Unit 4
Assignments/Case Studies
Format and Implementation of Comprehensive Continuous Evaluation (CCE)

• Unit Test

7
 – Format : Questions designed as per Bloom’s Taxonomy guidelines to assess various cogni-
tive levels (Remember, Understand, Apply, Analyze, Evaluate, Create).
– Implementation: Schedule the test after completing Units 1 and 2. Ensure the question
paper is balanced and covers key concepts and applications.

• Sample Question Distribution

– Remembering (2 Marks): Define key terms related to [Topic from Units 1 and 2].
– Understanding (2 Marks): Explain the principle of [Concept] in [Context].
– Applying (2 Marks): Demonstrate how [Concept] can be used in [Scenario].
– Analyzing (3 Marks): Compare & contrast [Two related concepts] from Units 1 and 2.
– Evaluating (3 Marks): Evaluate the effectiveness of [Theory/Model] in [Situation].

• Assignments / Case Study : Students should submit one assignment or one Case Study Report
based on Unit 3 and one assignment or one Case Study Report based on Unit 4.

– Format: Problem-solving tasks, theoretical questions, practical exercises, or case studies

that require in-depth analysis and application of concepts.
– Implementation: Distribute the assignments or case study after covering Units 3 and 4.
Provide clear guidelines and a rubric for evaluation.

• Seminar Presentation:

– Format: Oral presentation on a topic from Unit 5, followed by a Q&A session.

– Deliverables: Presentation slides, a summary report in 2 to 3 pages, and performance
during the presentation.
– Implementation: Schedule the seminar presentations towards the end of the course. Pro-
vide students with ample time to prepare and offer guidance on presentation skills.

• Open Book Test:

– Format: Analytical and application-based questions to assess depth of understanding.

– Implementation: Schedule the open book test towards the end of the course, ensuring it
covers critical aspects of Unit 5.

• Quiz :

– Format: Quizzes can help your students practice existing knowledge while stimulating in-
terest in learning about new topic in that course. You can set your quizzes to be completed
individually or in small groups.
– Implementation: Online tools and software can be used create quiz. Each quiz is made
up of a variety of question types including multiple choice, missing words, true or false etc

• Example Timeline for conducting CCE:

– Weeks 1-4 : Cover Units 1 and 2

– Week 5 : Conduct Unit Test (12 marks)
– Weeks 6-8 : Cover Units 3 and 4
– Week 9 : Distribute and collect Assignments / Case Study (12 marks)
– Weeks 10-12 : Cover Unit 5
– Week 13 : Conduct Seminar Presentations or Open Book Test or Quiz (6 marks)

8
 • Evaluation and Feedback:

– Unit Test: Evaluate promptly and provide constructive feedback on strengths and areas
for improvement.
– Assignments / Case Study: Assess the quality of submissions based on the provided
rubric. Offer feedback to help students understand their performance.
– Seminar Presentation: Evaluate based on content, delivery, and engagement during the
Q&A session. Provide feedback on presentation skills and comprehension of the topic.
– Open Book Test: Evaluate based on the depth of analysis and application of concepts.
Provide feedback on critical thinking and problem-solving skills.

End-Semester Examination (ESE)

End-Semester Examination (ESE) of 70 marks written theory examination based on all the unit of
course syllabus scheduled by university. Question papers will be sent by the University through QPD
(Question Paper Delivery). University will schedule and conduct ESE at the end of the semester.

• Format and Implementation :

– Question Paper Design : Below structure is to be followed to design an End-Semester

Examination (ESE) for a theory subject of 70 marks on all 5 units of the syllabus with
questions set as per Bloom’s Taxonomy guidelines and 14 marks allocated per unit.

– Balanced Coverage: Ensure balanced coverage of all units with questions that assess
different cognitive levels of Bloom’s Taxonomy: Remember, Understand, Apply, Analyze,
Evaluate, and Create. The questions should be structured to cover:
* Remembering: Basic recall of facts and concepts.
* Understanding: Explanation of ideas or concepts.
* Applying: Use of information in new situations.
* Analyzing: Drawing connections among ideas.
* Evaluating: Justifying a decision or course of action.
* Creating: Producing new or original work (if applicable).

– Detailed Scheme: Unit-Wise Allocation (14 Marks per Unit): Each unit will have a combi-
nation of questions designed to assess different cognitive levels. By following this scheme,
you can ensure a comprehensive and fair assessment of students’ understanding and appli-
cation of the course material, adhering to Bloom’s Taxonomy guidelines for cognitive skills
evaluation.

9
 Curriculum Structure - Semester III

Second Year Engineering (2024 Pattern) – Computer Engineering and Computer Science and
Engineering

Examination
Course Teaching Credits
Course Type Course Name Scheme
Code Scheme

TermWork
Practical

Practical

Practical
EndSem
Tutorial

Tutorial
Theory

Theory
Total

Total
Oral
CCE
PCC-201- Program Core
Data Structures 3 - - 30 70 - - - 100 3 - - 3
COM Course
Object Oriented
PCC-202- Program Core
programming and 3 - - 30 70 - - - 100 3 - - 3
COM Course
Computer Graphics
PCC-203- Program Core
Operating Systems 3 - - 30 70 - - - 100 3 - - 3
COM Course
PCC-204- Program Core Data Structures
- - 2 - - 25 25 - 50 - - 1 1
COM Course Laboratory
Object Oriented
PCC-205- Program Core Programming and
- - 4 - - 50 - 25 75 - - 2 2
COM Courses Computer Graphics
Laboratory
Open Elective *Open Elective - I 2 - - 15 35 - - - 50 2 - - 2
MDM-230- Multi disciplinary Digital Electronics
2 - - 30 70 - - - 100 2 - - 2
COM Minor and Logic Design
EEM-240- Entrepreneurship/ Entrepreneurship
- 1 2 - - 25 - - 25 - 1 1 2
COM Management Development
Universal Human
VEC-250- Value Education
Values and 2 - - 15 35 - - - 50 2 - - 2
COM Course
Professional Ethics
Community
CEF-260- Community
Engagement - - 4 - - 25 - 25 50 - - 2 2
COM Engagement Project
Project
Total 15 1 12 150 350 125 25 50 700 15 1 6 22

Note:
Students can opt for Open Electives offered by different faculty like Arts, Science, Commerce ,Man-
agement, Humanities or Inter-Disciplinary studies.

• Example – Open Elective I - Financial Accounting, Digital Finance, Digital Marketing can be
opted from Commerce and Management faculty.

• Elective II - Project Management, Business Analytical, Financial Management can be opted from
Inter-Disciplinary studies, Commerce and Management faculty respectively.

10
 Curriculum Structure - Semester - IV

Second Year Engineering (2024 Pattern) – Computer Engineering and Computer Science and
Engineering

Course Teaching Examination Credits

Course Type Course Name
Code Scheme Scheme

Term Work
Practical

Practical

Practical
EndSem
Tutorial

Tutorial
Theory

Theory
Total

Total
Oral
CCE
Database
PCC-206- Program Core
Management 3 - - 30 70 - - - 100 3 - - 3
COM Course
systems
PCC-207- Program Core Discrete
3 - - 30 70 - - - 100 3 - - 3
COM Course Mathematics
Computer
PCC-208- Program Core
Organization & 2 - - 30 70 - - - 100 2 - - 2
COM Course
Microprocessor
Database
PCC-209- Program Core
Management - - 2 - - 25 25 - 50 - - 1 1
COM Course
Laboratory
PCC-210- Program Core Microprocessor
- - 2 - - - - 25 25 - - 1 1
COM Course Laboratory
Open Elective *Open Elective - II 2 - - 15 35 - - - 50 2 - - 2
MDM-231- Multi Disciplinary
Internet of Things 2 - - 30 70 - - - 100 2 - - 2
COM Minor
VSE- Vocational and
Web Development - - 4 - - 25 25 - 50 - - 2 2
270-COM Skill Enhancement
Modern Indian
AEC-281- Ability
Language (Marathi/ - 1 2 - - 50 - - 50 - 1 1 2
COM Enhancement
Hindi)
EEM-241- Entrepreneurship Engineering Product
- 1 2 - - 25 - 25 1 1 2
COM / Management Design
VEC-251- Value Education Environmental
2 - - 15 35 - - - 50 2 - - 2
COM Course Studies
Total 14 2 12 150 350 125 50 25 700 14 2 6 22

*Note:
Students can opt for Open Electives offered by different faculty like Arts, Science, Commerce ,Man-
agement, Humanities or Inter-Disciplinary studies.

• Example – Open Elective I - Financial Accounting, Digital Finance, Digital Marketing can be
opted from Commerce and Management faculty.

• Elective II - Project Management, Business Analytical, Financial Management can be opted from
Inter-Disciplinary studies, Commerce and Management faculty respectively.

11
Savitribai Phule Pune University, Pune

Maharashtra, India

SE - Computer Engineering
&

SE - Computer Science and Engineering

2024 Pattern

Semester - III

With effect from Academic Year 2025-26

12
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-201- COM: Data Structures
,
Teaching /scheme Credits Examination Scheme
Theory : 03 Hours/Week 03 CCE : 30 Marks
End-Semester: 70 Marks
Prerequisite Courses, if any :

1. Programming and Problem Solving

2. Fundamentals of Programming Languages

Companion Course : Data Structures Lab

Course Objectives: The course aims to:

1. To understand importance of data structures in context of writing efficient programs

2. To be able to implement linear and non-linear data structures

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Understand and Analyze various types of data structures and algorithms

• CO2: Apply various sorting and searching algorithms for given problem

• CO3: Make Use of Stacks and Queues to solve the given problem

• CO4: Analyze different hashing techniques and collision resolution strategies.

• CO5: Demonstrate basic operations on trees and graphs

 
 Course Contents 
Unit I - Introduction to Data Structures and Algorithms ( 09 Hours )

Introduction: Introduction to Data Structures: Abstract Data Types (ADT), Linear and Non-linear,
Static and Dynamic, Persistent and Ephemeral data structures
Algorithms: Space complexity, Time complexity, Asymptotic notation- Big-O, Theta and Omega,
finding complexity using step count method, Analysis of programming constructs-Linear, Quadratic,
Cubic, Logarithmic.
Algorithmic Strategies: Introduction to algorithm design strategies- Divide and Conquer, and Greedy
strategy
Case Study:E-commerce Product Sorting using Divide and Conquer strategy Google Calendar appli-
cation using Greedy strategy
Unit II - Linear Data Structures, searching and sorting ( 09 Hours )

Overview of Array, Array as an Abstract Data Type, Operations on Array, Storage Representation,
Multidimensional Arrays[2D, nD], Sparse matrix representation using 2D Searching: Sequential
Search/Linear Search, Binary Search, Fibonacci Search, and Indexed Sequential Search.
Sorting: Concepts- Stability, Efficiency, and Number of Passes, Internal and External Sorting, Bubble
sort, Insertion Sort, Selection Sort , Quick Sort, Merge sort
Case Study : Social Network Adjacency Matrix Representing friendship connections among millions
of users.

13
Unit III - Stacks, Queues and Linked Lists (09 Hours)

Stacks: Stack operations, Multiple Stacks, Applications of Stack for Expression Conversion [infix,
prefix and postfix], Postfix expression evaluation
Queues: Queue Operations, Circular Queue, Priority Queue and its advantages and applications
Linked list: Introduction of Linked Lists, Primitive Operations on Linked List- Create, Traverse,
Search, Insert, Delete, Sort, and Concatenate. Types of Linked List: Singly linked, linear and Circular
Linked Lists, Doubly Linked List,
Case study: Implementation of Stack and Queue operations using Linked lists
Unit IV - Hashing (09 Hours)

Hash Table : Concepts-hash table, hash function, basic operations, bucket, collision, probe, syn-
onym, overflow, open hashing, closed hashing, perfect hash function, load density, full table, load
factor, rehashing, properties of good hash function, Collision resolution strategies- open addressing
and chaining, Hash table overflow- open addressing and chaining, extendible hashing, closed ad-
dressing and separate chaining

Case study : Dictionary Application using Hash Tables, Description: Implement a dictionary where
words and meanings are stored and retrieved using hashing with collision resolution
Unit V - Graphs and Trees (09 Hours)

Graphs: Basic Concepts, Storage representation, Adjacency matrix, adjacency list, Traversals-depth
first and breadth first, Minimum spanning Tree, Greedy algorithms for computing minimum spanning
tree- Prims and Kruskal Algorithms
Trees: General tree and its representation: sequential and linked organization, Binary tree- prop-
erties, converting tree to binary tree, binary tree traversals (recursive and non-recursive) - inorder,
preorder, post order, Operations on binary tree. Binary Search Tree (BST) and its operation
Case study: GPS/Navigation system that models a city map as a weighted graph and applies core
graph algorithms ZIP/GZIP file compression using frequency-based encoding. using Huffman tree
Learning Resources
 
Text Books: 
1. Data structures and algorithms in python by Michael T. Goodrich, ISBN-13: 978- 1118290279,
ISBN-10: 1118290275, Publisher: Wiley; 1st edition (March 18, 2013).
2. Problem Solving with Algorithms and Data Structures Using Python by Bradley N Miller and
David L. Ranum. ISBN-13: 978-1590282571, ISBN-10: 1590282574, Publisher: Franklin,
Beedle & Associates; 2nd edition (August 22, 2011).
 
Reference Books: 
1. Hands-On Data Structures and Algorithms with Python: Write complex and powerful code using
the latest features of Python 3.7, 2nd Edition by Dr. Basant Agarwal, Benjamin Baka. ISBN:
9781788991933, 2018.
2. Core Python Programming -R. Nageswara Rao, ISBN-10: 9789351199427, ISBN-13: 978-
9351199427, Willy; 1st edition (January 1, 2016).
 
MOOC / NPTEL/YouTube Links: - 
1. Programming, Data Structures and Algorithms using Python By Prof. Madhavan Mukund, Chen-
nai Mathematical Institute, https://archive.nptel.ac.in/courses/106/106/106106145/
 
YouTube/Video Links: 
1. https://www.youtube.com/playlist?list=PLeo1K3hjS3uu_n_a__MI_KktGTLYopZ12

14
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-202-COM : Object Oriented programming and Computer Graphics
,
Teaching /scheme Credits Examination Scheme
Theory : 03 Hours/Week 03 CCE : 30 Marks
End-Semester : 70 Marks
Prerequisite Courses :

1. Programming and Problem Solving concepts

Course Objectives: The course aims to:

1. To explore & understand the principles of Object Oriented Programming (OOP)

2. To apply the object-oriented paradigm in program design

3. To provide object-oriented programming insight using Java

4. To lay a foundation for computer graphics concepts and implementation

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Apply fundamental programming constructs, object oriented constructs in Java for Im-
plementing an application.

• CO2: Apply fundamental object oriented constructs like class, objects, array of objects in Java
for Implementing an application..

• CO3: Apply object-oriented features like Inheritance, Polymorphism, Dynamic binding, Excep-
tion handling, multi-threading in Java for implementing an application

• CO4: Understand basic concepts in computer graphics and implement them by applying object
oriented features

• CO5: Understand mathematical foundation in 2D, 3D Transformation, Projections and imple-

ment them by applying object oriented features
 
 Course Contents 
Unit I - Introduction to OOP Concepts and Control Structure (09 Hours)

Programming paradigms - Introduction to programming paradigms, Introduction to four main Pro-

gramming paradigms- procedural, object oriented, functional, and logic & rule based. Need of object-
oriented programming,
Fundamentals of object-oriented programming: Namespaces, objects, classes, data members,
methods, messages, data encapsulation, data abstraction and information hiding, inheritance, poly-
morphism. Benefits of OOP, Java as object oriented programming language.
Overview of Java Language: simple Java program structure: documentation section, package state-
ment, import statements, class definition, main method class. Implementing Java Program, JVM,
Data types, Primitive Types vs. Reference type, floating point numbers, operators and expressions,
Java Class Libraries, Typical Java Development Environment, and Memory Concepts.
Control Statements: Selection Statements: if, if-else, nested if-else, Iteration Statements: do, while,
for, for-each statement, break, and continue statements
Case Study: Analyze the object -oriented features in Java with other object oriented programming
languages.

15
Unit II - Introduction to Classes and Objects and Arrays (09 Hours)

Introduction to Classes and Objects: Defining a Class, Field declaration, method declaration and
definition, instantiating an object of a Class, Accessing class members, declaring methods with multi-
ple parameters, argument passing, object as a parameter, returning objects, assigning object reference
variables, set methods and get methods, constructors, this keyword, Constructors, static methods,
scope of declaration, method overloading and Java API packages.
Arrays: declaring and creating arrays in Java, examples using arrays, passing arrays to methods,
multidimensional arrays, variable-length argument lists, using command-line arguments.
Managing I/O: Streams Byte Streams and Character Streams, Predefined Streams, Reading console
Input, Writing Console Output, Print Writer class.
Case Studies: Demonstrate an interactive Banking/Library management system using class, objects,
array of objects
Unit III - Inheritance and Polymorphism Exception Handling and Multithreading (09 Hours)

Inheritance: Super classes and Subclasses, protected members, relationship between super classes
and subclasses, types of Inheritance, constructors in subclasses, object class.
Polymorphism: Abstract classes and methods, final methods and classes, dynamic binding, poly-
morphism examples and Interfaces.
Exception handling: fundamentals, Exception Types, Using try-catch, Multiple try-catch clauses,
Nested try statements, throw, throws, finally, Built-in Exceptions
MultiThreading: Java Thread Model, Main Thread, Creating a Thread , Creating Multiple Threads.
Case Study ; Demonstrate online Banking/Library system using Inheritance, Exception handling and
Multi-Threading concepts
Unit IV- Graphics Primitives, Scan Conversion, Windowing and Clipping (09 Hours)

Introduction: graphics primitives - pixel, resolution, aspect ratio, frame buffer. Display devices,
applications of computer graphics.
Scan conversion: Line drawing algorithms: Digital Differential Analyzer (DDA), Bresenham. Circle
drawing algorithms: DDA, Bresenham, and Midpoint.
Polygons: Introduction to polygon, types: convex, concave and complex. Inside test. Polygon Filling:
flood fill, seed fill, scan line fill.
Windowing and clipping: viewing transformations, 2-D clipping: Cohen – Sutherland algorithm
line Clipping algorithm, Sutherland Hodgeman polygon clipping algorithm.
Case Studies - 1) Real-Time Map Rendering in GPS Navigation Systems using Line and Circle Draw-
ing Algorithms 2) 3D pipeline / polygonal modelling and applications
Unit V- 2D, 3D Transformations and Projections (09 Hours)

2-D Transformations: 2-D transformations - Translation, Scaling, Rotation and Shear, Rotation
about an arbitrary point. 3-D Transformations: 3-D transformations - Translation, Scaling, Rotation
and Shear, Rotation about an arbitrary axis.
Projections: Parallel (Oblique: Cavalier, Cabinet and orthographic: isometric, diametric, trimetric)
and Perspective (Vanishing Points – 1 point, 2 point and 3 point)
Case Studies - 1) Affine Transformations Vlab (Vlab link: https://cse19- iiith.vlabs.ac.in/exp/affine-
transformation/theory.html) 2) Image augmentation in Deep learning

Learning Resources
 
Text Books: 

16
 1. E Balaguruswamy, (2023). Programming with Java: A Primer. 7th edition. India: McGraw Hill
Education

2. Herbert Schildt, (2021). Java: The complete reference, 13th edition. McGraw-Hill Education.

3. S. Harrington, “Computer Graphics”, 2ndEdition, McGraw-Hill Publications, 1987, ISBN 0 –

07–100472 – 6.

4. Donald D. Hearn and Baker, “Computer Graphics with OpenGL”, 4thEdition, ISBN-13: 9780136053583
 
Reference Books: 

1. Paul Deitel and Harvey Detail, Java: How to Program, Pearson’s Publication, 9thEdition

2. Horstmann, C. S. (2023). Core Java - Vol. I – Fundamentals (Vol. 12). Pearson Education

3. Dr. Samit Bhattacharya, Computer Graphics, Oxford University Press, ISBN-13: 978-0-19-
809619-1; ISBN-10: 0-19-809619-4.

4. D. Rogers, “Procedural Elements for Computer Graphics”, 2ndEdition, Tata McGraw-Hill Publi-
cation, 2001, ISBN 0 – 07 – 047371 – 4.
 
MOOC / NPTEL/YouTube Links: - 
1. https://archive.nptel.ac.in/courses/106/103/106103224/

2. https://archive.nptel.ac.in/courses/106/102/106102065/

3. https://nptel.ac.in/courses/106106090
 
E-Books : 

1. https://www.iitg.ac.in/samit/Computer%20Graphics.pdf

2. https://open.umn.edu/opentextbooks/textbooks/introduction-to-computer-graphics

3. http://www2.cs.uidaho.edu/∼jeffery/courses/324/lecture.html

17
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-203- COM : Operating Systems
,
Teaching /scheme Credits Examination Scheme
Theory : 03 Hours/Week 03 CCE : 30 Marks
End-Semester: 70 Marks
Prerequisite Courses : Data Structure, Digital Electronics
Companion Course : Computer Organization and Microprocessors
Course Objectives: The course aims to:

1. To understand the fundamental concepts, types, and structures of Operating Systems.

2. To understand and analyze process management concepts.

3. To identify and solve concurrency and deadlock in the operating system.

4. Explore the various techniques of memory management.

5. Understand I/O management, disk scheduling, and file systems.

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Analyze the fundamentals of Operating Systems, including types, structures, system calls,
and basic Linux commands.

• CO2: Apply process scheduling and synchronization to optimize CPU utilization in modern
operating systems.

• CO3: Identify the mechanism for dealing with deadlocks and concurrency concerns.

• CO4: Apply techniques of memory management to solve memory management problems

• CO5: Illustrate I/O and file management policies.

 
 Course Contents 
Unit I - Introduction to Operating System ( 09 Hours )

Basics of Operating Systems: Objectives & Functions, Evolution of OS, Types of Operating Systems,
OS Service, System Calls: Introduction, Types of System Calls
OS structure: Layered Approach, Monolithic, Microkernel Operating Systems
Introduction to Linux OS: Components of Linux system, Basic Shell commands
Case studies:

1. Automating User and File Management in Linux using Shell Script

2. Demonstrating Different OS Structures (Monolithic, Layered, Microkernel OS)

18
Unit II - Process and Thread Management ( 09 Hours )

Process management: Definition, types of process. Process States and Transitions diagram, Process
Control Block (PCB), context switching and its impact on performance, Process Scheduling.
Types of Schedulers: long term, short term, middle term, Threads: Concept of thread, Multithread-
ing, User-level vs Kernel-level Threads.
Scheduling Algorithms: Preemptive Scheduling vs Non-preemptive Scheduling, FCFS, SJF, RR, Pri-
ority Process Scheduling in UNIX and Windows
Cast Studies - 1) Prepare case study on challenges for Real-time Scheduling 2)Performance Com-
parison of Scheduling Algorithms (FCFS vs SJF, RR vs Priority Scheduling) under different workload
conditions
Unit III - Interprocess Communication and Deadlock (09 Hours)

Concurrency: Critical section problem, Synchronization primitives (Semaphores, Mutexes, Moni-

tors) Synchronization Problems: Producer-Consumer, Reader Writer, Dining Philosophers
Inter-Process Communication (IPC): Message passing, Shared memory Deadlocks: Conditions,
Prevention, Avoidance (Banker’s Algorithm), Detection, Recovery
Case Studies - 1) Interprocess Communication (IPC) in a Banking System 2) Deadlock in Railway
Scheduling Systems
Unit IV - Memory Management (09 Hours)

Introduction, Contiguous and non-contiguous, Fragmentation:Internal and External fragmentation

Memory allocation strategies: First Fit, Best Fit, Worst Fit, Memory Partitioning:Fixed and Dynamic
partitions
Paging: Structure of page table, Segmentation.Virtual Memory: Background, Demand Paging
Page Replacement: FIFO, LRU, Optimal Thrashing.
Case study : Intel Premium
Unit V - File and Disk Management (09 Hours)

File Management: File operation, Directory structure, File System structure, File Organization and
Access, File Directories, File Allocation Methods,Secondary Storage Management, File Systems in
Operating System (FAT, NTFS, EXT, and HFS).
Disk Management: Secondary-Storage Structure - Disk structure, Disk scheduling algorithm (FIFO,
SSTF, SCAN, C-SCAN, LOOK, C-LOOK), Disk reliability, Disk formatting, Boot-block, Bad blocks.
Case Studies - 1) Study of Linux File System. 2) Study of Android File System.
Learning Resources
 
Text Books: 

1. William Stallings, Operating System: Internals and Design Principles, Prentice Hall, ISBN-10:
0-13-380591-3, ISBN-13: 978-0-13-380591-8, 8th Edition

2. Abraham Silberschatz, Peter Baer Galvin and Greg Gagne, Operating System Concepts, WILEY,
ISBN 978-1-118-06333-0, 9th Edition

19
 3. Arnold Robbins, Nelson H. F. Beebe, Classic Shell Scripting, O’Reilly Media, Inc., 2005, ISBN
9780596005955.
 
Reference Books: 

1. Tom Adelstein and Bill Lubanovic, Linux System Administration, O’Reilly Media, ISBN-10:
0596009526, ISBN-13: 978-0596009526.

2. Harvey M. Deitel, Operating Systems, Prentice Hall, ISBN-10: 0131828274, ISBN-13: 978-
0131828278.

3. Thomas W. Doeppner, Operating System in depth: Design and Programming, WILEY, ISBN:
978- 0-471-68723-8.

4. Mendel Cooper, Advanced Shell Scripting, Linux Documentation Project. 5. Andrew S. Tanen-
baum & Herbert Bos, Modern Operating System, Pearson, ISBN-13: 9780133592221, 4th Edi-
tion.
 
E-Book 

1. https://repository.dinus.ac.id/docs/ajar/Operating_System.pdf
 
MOOC/NPTEL/SWAYAM Course Links: 

1. https://onlinecourses.nptel.ac.in/noc24_cs108/preview

20
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-204 - COM: Data Structures Laboratory
Teaching /scheme Credits Examination Scheme ,
Practical : 02 Hours/Week
01 Term Work : 25 Marks
Practical : 25 Marks
Prerequisite Courses : Basics of python programming and Principles of Problem Solving
Companion Course : Data Structures
Course Objectives: The course aims to:

1. To provide hands-on experience with basic and advanced data structures.

2. To understand various data searching and sorting methods with pros and cons.

3. To apply Data Structures for real-world problem solving.

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Analyze basic searching and sorting algorithms to solve problems and evaluate their
efficiency in different scenarios.

• CO2: Make use of stacks and queue concepts to solve the given problem

• CO3: Demonstrate various types of linked lists.

• CO4: Demonstrate basic operations on trees and graphs and determine minimum spanning.

• CO5: Apply a suitable data structure for solving application-based problems.

 
 Course Contents 
Guidelines for Instructor’s Manual
The instructor’s manual/Lab Manual is to be developed as a hands-on resource and reference.
The instructor’s manual need to include prologue (about University/program/ institute/ depart-
ment/foreword/ preface), curriculum of course, conduction and Assessment guidelines, topics un-
der consideration-concept, objectives, outcomes, set of typical applications/assignments/guidelines,
references.
Guidelines for Student’s Laboratory Journal

The laboratory assignments are to be submitted by student in the form of journal. Journal con-
sists of prologue, Certificate, table of contents, and handwritten write-up of each assignment (Title,
Objectives, Problem Statement, Outcomes, software and Hardware requirements, Date of Comple-
tion, Assessment grade/marks and assessor’s sign, Theory Concept in brief, algorithm, flowchart, test
cases, Test Data Set(if applicable), mathematical model (if applicable), conclusion/analysis. Program
codes with sample output of all performed assignments are to be submitted as softcopy.
As a conscious effort and little contribution towards Green IT and environment awareness, attaching
printed papers as part of write-ups and program listing to journal may be avoided. Students programs
maintained on cloud or college server by Laboratory In-charge is highly encouraged. For reference
one or two journals may be maintained with program prints at Laboratory for accreditation purpose.
Guidelines for Laboratory/Term Work Assessment

21
 Continuous assessment of laboratory work should be done based on overall performance and Labora-
tory assignments performance of student. Each Laboratory assignment assessment should be assigned
grade/marks based on parameters with appropriate weightage. Suggested parameters for overall as-
sessment as well as each Laboratory assignment assessment include timely completion performance,
innovation, efficient codes, punctuality and neatness.
Guidelines for Laboratory Conduction

The instructor is expected to frame the assignments by understanding the prerequisites, technolog-
ical aspects, utility and recent trends related to the topic. The assignment framing policy needs to
address the average students and inclusive of an element to attract and promote the intelligent stu-
dents. The instructor may set multiple sets of assignments and distribute them among batches of
students.
It is appreciated if the assignments are based on real world problems/applications. Encourage stu-
dents for appropriate use of Hungarian notation, proper indentation and comments. Use of open
source software is to be encouraged. In addition to these, instructors may assign one real life ap-
plication in the form of a mini-project based on the concepts learned. Instructors may also set one
assignment or mini-project that is suitable to respective branch beyond the scope of the syllabus.
Suggested Language: Python
Guidelines for Practical Examination
Both internal and external examiners should jointly set problem statements. During practical assess-
ment, the expert evaluator should give the maximum weightage to the satisfactory implementation
of the problem statement. The supplementary and relevant questions may be asked at the time of
evaluation to test the student’s for advanced learning, understanding of the fundamentals, effective
and efficient implementation. So encouraging efforts, transparent evaluation and fair approach of
the evaluator will not create any uncertainty or doubt in the minds of the students. So adhering to
these principles will consummate our team efforts to the promising start of the student’s academics.
Guidelines for Oral Examination
Oral examination gauge students’ knowledge and skills based on the spoken word, typically guided
by questions or small tasks. A pair of examiners must design appropriate questions for each learning
outcome. They should focus on depth rather than breadth. They should include potential follow-
up questions and prompts based on different types of answers. Examiners should standardize the
number of questions, difficulty of questions, and the time allotted. Questions should be based on the
practical assignments performed in the term work and not on the entire syllabus.
Suggested List of Laboratory Experiments/Assignments

Sr. Group A: Arrays and Searching Sorting Algorithms

1 Write a Python program to manage the borrowing records of books in a library. Implement
the following functionalities:

• Compute the average number of books borrowed by all library members.

• Find the book with the highest and lowest number of borrowings in the library.

• Count the number of members who have not borrowed any books (denoted by a
borrow count of 0).

• Display the most frequently borrowed book (i.e., the mode of borrow counts).

After performing, determine the time and Space complexity of each operation

22
2 In an e-commerce system, customer account IDs are stored in a list, and you are tasked with
writing a program that implements the following:

• Linear Search: Check if a particular customer account ID exists in the list.

• Binary Search: Implement Binary search to find if a customer account ID exists,

improving the search efficiency over the basic linear

3 In a company, employee salaries are stored in a list as floating-point numbers. Write a

Python program that sorts the employee salaries in ascending order using the following two
algorithms:

• Selection Sort: Sort the salaries using the selection sort algorithm.

• Bubble Sort: Sort the salaries using the bubble sort algorithm.

After sorting the salaries, the program should display top five highest salaries in the company
Group B Stacks Queues and Linked List
1 Implementing a real-time undo/redo system for a text editing application using a Stack data
structure. The system should support the following operations:

• Make a Change: A new change to the document is made.

• Undo Action: Revert the most recent change and store it for potential redo.

• Redo Action: Reapply the most recently undone action.

• Display Document State: Show the current state of the document after undoing or
redoing an action

2 Implement a real-time event processing system using a Queue data structure. The system
should support the following features:

• Add an Event: When a new event occurs, it should be added to the event queue.

• Process the Next Event: The system should process and remove the event that has
been in the queue the longest.

• Display Pending Events: Show all the events currently waiting to be processed.

• Cancel an Event: An event can be canceled if it has not been processed.

3 A call center receives incoming calls, and each call is assigned a unique customer ID. The
calls are answered in the order they are received. Your task is to simulate the call queue of a
call center using a queue data structure.

• addCall(customerID, callTime): Add a call to the queue with the customer ID and the
call time (in minutes).

• answerCall(): Answer and remove the first call from the queue.

• viewQueue(): View all calls currently in the queue without removing them.

• isQueueEmpty(): Check if the queue is empty.

23
4 Create a Student Record Management System using linked list

• Use a singly/doubly linked list to store student data (Roll No, Name, Marks).

• Perform operations: Add, Delete, Update, Search, and Sort.

• Display records in ascending/descending order based on marks or roll number.

Group C - Hashing
1 Implement a hash table of size 10 and use the division method as a hash function. In case of
a collision, use chaining. Implement the following operations:

• Insert(key): Insert key-value pairs into the hash table.

• Search(key): Search for the value associated with a given key.

• Delete(key): Delete a key-value pair from the hash table

2 Design and implement a hash table of fixed size. Use the division method for the hash
function and resolve collisions using linear probing. Allow the user to perform the following
operations:

• Insert a key

• Search for a key

• Delete a key

• Display the table

3 Implement a hash table with extendible hashing. The hash table should dynamically expand
when the number of keys in a bucket exceeds a certain threshold.
Perform the following operations:

• Insert(key): Insert key-value pairs into the hash table

• Search(key): Search for the value associated with a given key

• Delete(key): Delete a key-value pair from the hash table

Group D: Graphs and Trees

1 Consider a particular area in your city. Note the popular locations A, B, C . . . in that area.
Assume these locations represent nodes of a graph. If there is a route between two locations,
it is represented as connections between nodes. Find out the sequence in which you will
visit these locations, starting from (say A) using (i) BFS and (ii) DFS. Represent a given
graph using an adjacency matrix to perform DFS and an adjacency list to perform BFS.
2 A pizza shop receives multiple orders from several locations. Assume that one pizza boy is
tasked with delivering pizzas in nearby locations, which is represented using a graph. The
time required to reach from one location to another represents node connections. Solve the
problem of delivering a pizza to all customers in the minimum time. Use appropriate data
structures.
3 Implement various operations on a Binary Search Tree, such as insertion, deletion, display,
and search.
4 Construct an expression tree from the given prefix expression, e.g., +--a*bc/def, traverse it
using post-order traversal (non-recursive), and then delete the entire tree.

24
 5 A list stores city names and their populations. Use a Binary Search Tree for implementation.
Provide a facility for adding new cities, deleting a city, and updating population values.
Provide a facility to display all the city names in ascending/descending order. Also, find how
many maximum comparisons are required to search for a particular city.
6 Read the formulas in propositional calculus. Write a function that reads such a formula and
creates its binary tree representation. What is the complexity of your function?
Group E : Mini project
Implement any application based mini project. Sample mini projects can
be selected from the list given here [not limited to]

• Implementation of Snake and Ladder [BFS]

• Implementation of Maze generation [DFS]

• Implementation of Flight Reservation System [Searching and Sorting]

• Implementation of Student Database Management system [Hashing]

• Implementation of Job Scheduling [Graphs]

• Implementation of Palindrome checker [Stacks and Queues]

• Implementation of Queue using Two Stacks

• Implementation of Keyword Frequency Counter [Hash Table]

• Implementation of a basic version of a web browser’s back button functionality [Stack]

Learning Resources
 
Text Books 
1. Data structures and algorithms in python by Michael T. Goodrich, ISBN-13: 978- 1118290279,
ISBN-10: 1118290275, Publisher: Wiley; 1st edition (March 18, 2013).
2. Problem Solving with Algorithms and Data Structures Using Python by Bradley N Miller and
David L. Ranum. ISBN-13: 978-1590282571, ISBN-10: 1590282574, Publisher: Franklin,
Beedle & Associates; 2nd edition (August 22, 2011).
 
Reference Books 
1. Hands-On Data Structures and Algorithms with Python: Write complex and powerful code using
the latest features of Python 3.7, 2nd Edition by Dr. Basant Agarwal, Benjamin Baka. ISBN:
9781788991933, 2018.
2. Core Python Programming -R. Nageswara Rao, ISBN-10: 9789351199427, ISBN-13: 978-
9351199427, Willy; 1st edition (January 1, 2016).
MOOC/NPTEL/SWAYAM Course Links:

1. NPTEL :- Programming, Data Structures and Algorithms using Python By Prof. Madhavan
Mukund, Chennai Mathematical Institute, https://archive.nptel.ac.in/courses/106/106/106106145/
YouTube/Video Links:

1. https://www.youtube.com/playlist?list=PLeo1K3hjS3uu_n_a__MI_KktGTLYopZ12

25
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-205-COM : Object Oriented programming and Computer Graphics Laboratory
,
Teaching /scheme Credits Examination Scheme
Practical : 04 Hours/Week 02 Term Work : 50 Marks
Oral : 25 Marks
Prerequisite Courses :

1. Understanding of Programming and Problem Solving concepts

Course Objectives: The course aims to:

1. To explore & understand the principles of Object-Oriented Programming (OOP).

2. To apply the object-oriented paradigm in program design.

3. To provide object-oriented programming insight using Java

4. To lay a foundation for computer graphics concepts and algorithms

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: To apply fundamental programming constructs in Java for implementing an application.

• CO2: To apply fundamental object oriented constructs in Java for implementing an application.

• CO3: To apply object-oriented features like Inheritance, Polymorphism, Dynamic binding, ex-
ception handling, multi-threading in Java for implementing an application.

• CO4: To implement basic concepts in computer graphics by applying object oriented features

• CO5: To implement 2D, 3D Transformation, Projections by applying object oriented features

 
 Course Contents 
Guidelines for Instructor’s Manual
The instructor’s manual/Lab Manual is to be developed as a hands-on resource and reference.
The instructor’s manual need to include prologue (about University/program/ institute/ depart-
ment/foreword/ preface), curriculum of course, conduction and Assessment guidelines, topics un-
der consideration-concept, objectives, outcomes, set of typical applications/assignments/guidelines,
references.
Guidelines for Student’s Laboratory Journal

The laboratory assignments are to be submitted by student in the form of journal. Journal con-
sists of prologue, Certificate, table of contents, and handwritten write-up of each assignment (Title,
Objectives, Problem Statement, Outcomes, software and Hardware requirements, Date of Comple-
tion, Assessment grade/marks and assessor’s sign, Theory Concept in brief, algorithm, flowchart, test
cases, Test Data Set(if applicable), mathematical model (if applicable), conclusion/analysis. Program
codes with sample output of all performed assignments are to be submitted as softcopy.
As a conscious effort and little contribution towards Green IT and environment awareness, attaching
printed papers as part of write-ups and program listing to journal may be avoided. Students programs
maintained on cloud or college server by Laboratory In-charge is highly encouraged. For reference
one or two journals may be maintained with program prints at Laboratory for accreditation purpose.
Guidelines for Laboratory/Term Work Assessment

26
 Continuous assessment of laboratory work should be done based on overall performance and Labora-
tory assignments performance of student. Each Laboratory assignment assessment should be assigned
grade/marks based on parameters with appropriate weightage. Suggested parameters for overall as-
sessment as well as each Laboratory assignment assessment include timely completion performance,
innovation, efficient codes, punctuality and neatness.
Guidelines for Laboratory Conduction

The instructor is expected to frame the assignments by understanding the prerequisites, technolog-
ical aspects, utility and recent trends related to the topic. The assignment framing policy needs to
address the average students and inclusive of an element to attract and promote the intelligent stu-
dents. The instructor may set multiple sets of assignments and distribute them among batches of
students.
It is appreciated if the assignments are based on real world problems/applications. Encourage stu-
dents for appropriate use of Hungarian notation, proper indentation and comments. Use of open
source software is to be encouraged. In addition to these, instructors may assign one real life ap-
plication in the form of a mini-project based on the concepts learned. Instructors may also set one
assignment or mini-project that is suitable to respective branch beyond the scope of the syllabus.

Operating System recommended:- 64-bit Open source Linux or its derivative

Programming tools recommended: - Open Source Java Open JDK,
Programming IDE like: BlueJ, Eclipose, NetBeans, JDeveloper.
Part-A: 5 Assignments , Part- B: 5 Assignments, Part-C (Mini Project): Mandatory Assignment
Guidelines for Practical Examination
Both internal and external examiners should jointly set problem statements. During practical assess-
ment, the expert evaluator should give the maximum weightage to the satisfactory implementation
of the problem statement. The supplementary and relevant questions may be asked at the time of
evaluation to test the student’s for advanced learning, understanding of the fundamentals, effective
and efficient implementation. So encouraging efforts, transparent evaluation and fair approach of
the evaluator will not create any uncertainty or doubt in the minds of the students. So adhering to
these principles will consummate our team efforts to the promising start of the student’s academics.
Guidelines for Oral Examination
Oral examination gauge students’ knowledge and skills based on the spoken word, typically guided
by questions or small tasks. A pair of examiners must design appropriate questions for each learning
outcome. They should focus on depth rather than breadth. They should include potential follow-
up questions and prompts based on different types of answers. Examiners should standardize the
number of questions, difficulty of questions, and the time allotted. Questions should be based on the
practical assignments performed in the term work and not on the entire syllabus.

27
 Suggested List of Assignment
Sr Group A - Any THREE (from 1 to 5)
1 Implement a robust Java calculator program that captures user input dynamically,
processes mathematical operations using conditional logic and looping constructs, and
ensures efficient error handling.
2 Develop a Java program for an E-commerce order processing where some products are
initialized through multiple constructors, overloaded constructors, where users can input
some product details manually, the system computes total order cost dynamically, applies
discount policies based on conditions, and presents a detailed invoice summarizing the
purchase.
3 Develop a Java program that implements a simple hotel room booking system using two-
dimensional arrays. The system allows users to: View available and booked rooms, Book a
room by selecting a floor and room number and exit the system when finished
4 Create a Java program demonstrating single inheritance where a subclass extends a
superclass and calls its methods.
5 Implement Multiple Inheritance using interface in Java to demonstrate polymorphism.
6 Develop a Java program for simulation of any real time application with required
functionalities. For eg. ATM machine with functionalities like checking account balance,
withdrawing, and depositing money. Use try, catch, and finally blocks to handle potential
exceptions such as insufficient funds (throwing ArithmeticException) and invalid input
(throwing IllegalArgumentException). Ensure that the application continues to run
smoothly after handling exceptions.
7 Create a multi-threaded Java application that simulates any real time application with
required functionalities. For eg. Basic chat system in which each user (thread) sends and
receives messages. Use isAlive() to check the status of threads and join() to ensure proper
synchronization. Implement thread priorities to handle high-priority messages and
demonstrate thread suspension, resumption, and stopping.
Sr. Group B - (Any SIX)
1 Write a C/C++/Java program to draw the following pattern using (a) the DDA line
drawing algorithm for both rectangles with Dotted, Thick line style and (b) Bresenham‘s
line drawing algorithm for a diamond shape with Dashed, Solid line style.

2 Write a menu driven program in C/C++/Java to draw circle using DDA, Bresenham’s ,
Midpoint circle drawing algorithm with different styles as solid, dotted and dashed circles.
3 Write a menu driven program in C/C++/Java to draw a concave polygon a d fill it with
the desired color using the scan fill algorithm; flood fill and seed fill algorithms.
4 Write a program to implement the Sutherland-Hodgeman algorithm for clipping any
polygon. Provide the vertices of the polygon to be clipped and the pattern of clipping
interactively.
5 Write a C/C++/Java program to implement the Cohen-Sutherland line clip ing algorithm.
6 Write a C/C++/Java program to implement translation, rotation, shear and scaling
transformations on a 2D object about X axis, Y axis.
7 Write C/C++/Java program to implement translation, sheer, rotation and scaling
transformations on equilateral triangle and rhombus.
8 Write a C/C++/Java program to implement rotation of a 2D object about X axis and an
arbitrary point.

28
 Sr. Group C - Mini Project
Mini-Project using maximum features of Object-Oriented programming to develop solutions for any one ap
1 Banking system having the following operations:
a. Create an account
b. Deposit money
c. Withdraw money
d. Honor daily withdrawal limit
e. Check the balance
f. Display Account i formation.
g. Passbook Print (from to)
2 Inventory management system having the following operations:
a. List of all products
b. Display individual product information
c. Purchase
d. Shipping
e. Balance stock
f. Loss and Profit calculation.
g. Purchase Report (from to)
Note– Subject Incharge can consider any other application having similar features and complexity.
Learning Resources
 
Text Books: 
1. E Balaguruswamy, (2023). Programming with JAVA: A Primer. 7th edition. India: McGraw Hill
Education

2. Herbert Schildt, (2021). Java: The complete reference, 13th edition. McGraw-Hill Education.
 
Reference Books: 
1. Paul Deitel and Harvey Detail, Java: How to Program, Pearson’s Publication, 9thEdition

2. Horstmann, C. S. (2023). Core Java - Vol. I – Fundamentals (Vol. 12). Pearson Education

3. Dr. Samit Bhattacharya, Computer Graphics, Oxford University Press, ISBN-13: 978-0-19-
809619-1; ISBN-10: 0-19-809619-4.

4. D. Rogers, “Procedural Elements for Computer Graphics”, 2ndEdition, Tata McGraw-Hill Publi-
cation, 2001, ISBN 0 – 07 – 047371 – 4.
 
MOOC / NPTEL/YouTube Links: - 
1. Programming In Java: https://onlinecourses.nptel.ac.in/noc25_cs57/preview

2. https://archive.nptel.ac.in/courses/106/103/106103224/

3. https://archive.nptel.ac.in/courses/106/102/106102065/

4. https://nptel.ac.in/courses/106106090
 
E-Books : 
1. https://www.iitg.ac.in/samit/Computer%20Graphics.pdf

2. https://open.umn.edu/opentextbooks/textbooks/introduction-to-computer-graphics

3. http://www2.cs.uidaho.edu/∼jeffery/courses/324/lecture.html

29
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
MDM-230-COM : Digital Electronics and Logic Design
,
Teaching /scheme Credits Examination Scheme
CCE : 30 Marks
Theory : 02 Hours/Week 02
End-Semester: 70 Marks
Prerequisite Courses, if any :

1. Basic Electronics Engineering (ESE-101-ETC)

Course Objectives: The course aims to introduce engineering students to the fundamentals of Digital
electronics technology, enhance problem-solving abilities, and provide a strong foundation for careers
in computing, automation, and embedded systems.

1. Learn the basics of Boolean algebra and how to simplify digital circuits using Boolean functions.

2. Understand how signed binary numbers (like 1’s complement and 2’s complement) are used in
digital systems.

3. Study how adders, subtractors, and code converters work in digital circuits.

4. Learn how flip-flops, registers, and counters function in memory and control systems.

5. Explore how to design digital systems using Algorithmic State Machines (ASMs) and understand
the role of different logic families and programmable devices.

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Understand and apply key concepts of Boolean algebra, binary number systems and
simplification techniques for Boolean functions.

• CO2: Study the design and operation of combinational circuits in digital systems.

• CO3: Understand and apply the design and operation of various sequential circuits in digital
systems.

• CO4: Understand the design and implementation of FSMs and ASMs for sequential circuits,
and study logic families.

• CO5: Explore the fundamentals and applications of programmable logic devices (PLDs) in
digital circuit design
 
 Course Contents 
Unit I - Boolean Algebra and Simplification Techniques ( 06 Hours )

Boolean Algebra: Basic theorems and properties of Boolean algebra, DeMorgan’s rules.
Signed Binary number representation: Signed Magnitude, 1’s complement and 2’s complement
representation.
Simplification Techniques: Sum of product and Product of sum form, Minimization of SOP and
POS using K-map. Minimization of Boolean function using K-map (up to 4 variables).
Case Study: Design and Optimization of a Digital Temperature Control System
Unit II - Combinational Logic Design ( 06 Hours )

Adders/Subtractors: Half Adder, Full Adder, Half Subtractor, Full Subtractor, Binary Adder (IC
7483), BCD adder, Look ahead carry generator.

30
Code Converters: BCD, Excess-3, Gray code, Binary Code. Multiplexers and Demultiplexers, Com-
parators (2 bit).
Case Study :Design of a Binary Calculator for BCD Input and 2’s Complement Operations
Unit III - Sequential Circuits (06 Hours)

Flip-Flops: SR, JK, D, T; Preset &Clear, Master Slave JK Flip Flops, Truth Tables and Excitation tables,
Conversion from one type to another type of Flop Flop.
Registers: Registers: SISO, SIPO, PISO, PIPO, Shift Registers
Counters: Ring Counter, BCD Counter, Johnson Counter.
Case study: Design of a Digital Stopwatch Using Flip-Flops, Registers, and Counters
Unit IV - Algorithmic State Machines and Logic Families (06 Hours)

Algorithmic State Machines: Finite State Machines (FSM) and ASM, ASM charts, notations, con-
struction of ASM chart and realization for sequential circuits.
Logic Families: Classification of logic families: Unipolar and Bipolar Logic Families, Characteristics
of Digital ICs: Fan-in, Fan-out, Current and voltage parameters, Noise immunity, Propagation De-
lay, Power Dissipation, Figure of Merits, Operating Temperature Range, power supply requirements.
Introduction to TTL & CMOS, Comparison between TTL and CMOS
Case study : Vending Machine Controller using Algorithmic State Machines
Unit V - Programmable Logic Devices (06 Hours)

PLDS: PLD, ROM as PLD, Programmable Logic Array (PLA): Implementation procedure, Construction
and working, Advantages over read only memory and applications, Programmable Array Logic (PAL):
Architecture, Programming PAL’s, construction and working, Designing combinational circuits using
PLDs.
Case study: Traffic Light Control System Using PLD
Learning Resources
 
Text Books: 

1. Modern Digital Electronics by R.P.Jain, 4th Edition, ISBN 978-0-07-06691-16 Tata McGraw Hill

2. Digital Logic and Computer Design by Moris Mano, Pearson , ISBN 978-93-325-4252-5
 
Reference Books: 

1. John F. Wakerly, "Digital Design: Principles and Practices," Pearson.

2. Mark Bach, “Complete Digital Design”, Tata MCGraw Hill, 2005.

3. Charles H. Roth Jr., "Fundamentals of Logic Design," Cengage Learning.

 
e-Books: 

1. https://link.springer.com/book/10.1007/978-3-030-36196-9

2. https://www.mheducation.co.uk/ebook-fundamentals-of-digital-logic-9780077144227-emea
 
MOOC / NPTEL/YouTube Links: - 
1. Digital Circuits by Prof.SantanuChattopadhyay , IIT Kharagpur https://swayam.gov.in/nd1_noc19_ee51

2. Digital Circuits and Systems by Prof. S. Srinivasan , IIT Madras https://nptel.ac.in/courses/117/106/11

31
 3. Microprocessors and Interfacing by Prof Shaikh Rafi Ahamed, IIT Guwahati.https://onlinecourses.nptel

4. VLSI Technology by Dr. Nandita Dasgupta, IIT Madras https://nptel.ac.in/courses/117106093

 
YouTube/Video Links: 
1. https://www.youtube.com/watch?v=CL3ups78jrs

2. https://www.youtube.com/watch?v=ibQBb5yEDlQ

32
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
EEM-240- COM : Entrepreneurship Development
Teaching /scheme Credits Examination Scheme ,
Practical : 2 Hours/Week
01 Term Work : 25 Marks
Tutorials : 1 Hour/Week
01
Course Objectives: The course aims to:
1. Introduce the fundamental principles of entrepreneurship, forms of business organizations, and
the startup ecosystem.

2. Enable students to identify, evaluate, and select viable business opportunities using structured
techniques.

3. Familiarize students with business models, financial planning, and market validation strategies.

4. Expose students to key marketing strategies, customer acquisition techniques, and branding
essentials for startups

5. Develop students’ entrepreneurial mindset and their ability to communicate and pitch business
ideas effectively using structured storytelling techniques

Course Outcomes: Upon successful completion of this course, students will be able to:
• CO1: Describe the role of entrepreneurship in economic growth and the startup ecosystem.

• CO2: Apply creative techniques to viable business ideas based on customer needs.

• CO3: Develop a basic business model using tools like the Business Model Canvas through
market research.

• CO4: Implement basic marketing strategies for startups.

• CO5: Deliver a concise business pitch using storytelling and effective communication tech-
niques.
 
 Course Contents 
Unit I - Introduction to Entrepreneurship (03 Hours)

Entrepreneurship: Definition and evolution, Role of entrepreneurship in economic development ,

Role in job creation, GDP, and innovation.
Characteristics of an Entrepreneur: Key traits: Risk-taking, innovation, pro-activeness, Leadership,
perseverance, and resilience
Types of Entrepreneurships: Startup entrepreneurship, Social entrepreneurship, Intrapreneurship
(corporate entrepreneurship), Lifestyle and small business entrepreneurship, Forms of Business Or-
ganization – Sole proprietorship, partnership, private limited, public limited.
Entrepreneurial Mindset: Growth mindset and adaptability, Creativity and problem-solving, Op-
portunity recognition and initiative-taking
Overview of the Startup Ecosystem: Key stakeholders: Incubators, accelerators, angel investors,
VCs, Government support schemes (Startup India, Atal Innovation Mission, etc.), Global vs. Indian
startup ecosystems
Case Study:
1. Ritesh Agarwal – Founder of OYO Rooms (India)

2. Falguni Nayar – Founder of Nykaa (India)

33
 3. Nandan Nilekani – Co-founder of Infosys & Architect of Aadhaar (India) etc.

Unit II -Idea Generation & Opportunity Recognition (03 Hours)

Creativity Techniques for Idea Generation: Definition and importance of creativity in entrepreneur-
ship. Brainstorming: Rules of effective brainstorming. Individual vs. group brainstorming. Mind
Mapping: Visual idea structuring using central themes and branches. Tools (manual and digital) for
mind mapping.
Understanding Customer Needs and Pain Points: Customer pain points and their identification,
Problem-solution fit: Linking pain points to possible solutions. Observational techniques, user inter-
views, and empathy mapping.
Evaluating Opportunities: Difference between an “idea” and an “opportunity.” Basic filters: Desir-
ability, feasibility, and viability. Tools: SWOT Analysis, Opportunity Matrix, Industry trends, market
gaps.
Case Study : Analyzing how “Dunzo” or “BigBasket” identified urban pain points and How “Zerodha”
scaled in India with a digital-first approach
Unit III - Business Model Development (03 Hours)

Introduction to Business Model Canvas: Definition and purpose of a business model, Overview of
the Business Model Canvas by Osterwalder, Benefits of using BMC for startups.
Key Components of BMC: Value Proposition: Defining what unique value the product/service of-
fers. Addressing customer pain points. Customer Segments: Identifying target customers. Creating
customer personas Revenue Models: Direct sales, subscriptions, freemium, licensing, etc.
Basic Market Research for Validation: Importance of market research in early-stage business de-
velopment. Designing effective surveys and customer feedback forms. Conducting basic interviews
and analyzing responses. Introduction to MVP (Minimum Viable Product) and feedback loops.
Case study: Map the BMC for a well-known startup (e.g., Uber or Zomato).
Unit IV - Marketing Strategies & Customer Acquisition (03 Hours)

Basics of Branding and Positioning: Introduction to Brand – Elements of brand identity: name,
logo, voice, tone, and values. Positioning – How to create a unique space in the customer’s mind.
Positioning maps, Value-based positioning vs. competitor-based positioning Startup Branding Chal-
lenges – Limited budget, building trust, clarity in messaging.
Costing & Pricing Strategies – Fixed vs. variable costs, break-even analysis.
Introduction to Digital Marketing: Distribution Channels: Traditional vs. digital distribution. So-
cial Media Marketing: Platforms overview (Instagram, LinkedIn, Facebook, X/Twitter) Creating a
content strategy and calendar Organic vs. paid reach
Search Engine Optimization (SEO): Basics of how search engines work, Keyword research and
content optimization, On-page vs. off-page SEO Importance of Digital Presence – Website essentials,
blogs, and analytics tools.
Customer Acquisition Strategies: Understanding the Customer Journey – Awareness, interest, de-
cision, action. Early-Stage Customer Acquisition Tactics: Word-of-mouth & referrals, Influencer mar-
keting (micro-influencers), Email marketing basics, building a landing page and collecting leads
Case Studies :

1. Zomato – Branding & Positioning in a Competitive Market

2. Mamaearth – Digital-First Customer Acquisition

3. Nykaa – Customer Segmentation and Channel Strategy

Unit V - Pitching & Business Communication (03 Hours)

34
 Crafting an Elevator Pitch: Definition and purpose, Key elements: Problem, solution, value propo-
sition, target audience, Delivery tips: Clarity, brevity, confidence
Storytelling & Communication: Importance of Storytelling in Business, Structure of a Business
Story: Setup, Conflict, Resolution. Communication Skills: Verbal and Non-verbal
Overview of Funding Sources: Public & private capital sources, venture capital, debt financing.
Bootstrapping: Meaning, benefits, and risks, Angel investors: Role, expectations, approach, Brief on
incubators, government schemes, crowdfunding.
Case study:

1. Shark Tank India – Pitch Analysis (Any Season)

2. Airbnb – The Original Pitch Deck

3. Dropbox – Storytelling Through Demonstration

4. Dunzo – Investor Pitch Evolution

Learning Resources
 
Text Books: 

1. Bygrave, W.D., Zacharakis, A., & Corbett, A.C. Entrepreneurship, 6th Edition, Wiley, 2025.
ISBN: 9781394262809.

2. Drucker, Peter F. Innovation and Entrepreneurship: Practice and Principles, Reprint Edition,
Harper Business, 2006. ISBN: 9780060851132.

3. Osterwalder, Alexander & Pigneur, Yves. Business Model Generation: A Handbook for Visionar-
ies, Game Changers, and Challengers, 1st Edition, Wiley, 2010. ISBN: 9780470876411.
 
Reference Books: 

1. Ries, Eric. The Lean Startup: How Today’s Entrepreneurs Use Continuous Innovation to Create
Radically Successful Businesses, 1st Edition, Crown Business, 2011. ISBN: 9780307887894.

2. Kawasaki, Guy. The Art of the Start 2.0: The Time-Tested, Battle-Hardened Guide for Anyone
Starting Anything, Portfolio (Penguin Random House), 2015. ISBN: 9781591847847.
 
MOOC / NPTEL/YouTube Links: - 
1. Entrepreneurship Essentials By Prof. Manoj Kumar Mondal IIT Kharagpur
https://onlinecourses.nptel.ac.in/noc20_ge08/preview

2. Entrepreneurship By Prof. C Bhaktavatsala Rao

IIT Madras https://onlinecourses.nptel.ac.in/noc21_mg70/preview

3. https://onlinecourses.nptel.ac.in/noc20_mg35

4. https://www.coursera.org/learn/entrepreneur-guide-beginners

5. https://wadhwanifoundation.org/
 
YouTube/Video Links 
1. https://www.youtube.com/@wadhwani-foundation/videos

35
 List of Assignments

No Title Objective Description

Write a reflective essay (500–600 words) based on
To encourage
the following:
students to explore
• Explain what entrepreneurship means to you
their personal views
personally.
on entrepreneurship
• Identify an entrepreneur (Indian or global) whom
Entrepreneurial and recognize the key
you admire and explain the reasons for your
1 Mindset characteristics of an
admiration.
Reflection entrepreneurial
• Highlight specific mindset traits (e.g., risk-taking,
mindset by studying
resilience, innovation, adaptability) that contributed to
the journey of a
this entrepreneur’s success.
real-world
• Reflect on how these traits align with your own
entrepreneur.
strengths or indicate areas you wish to develop.
Generate 10 Business Ideas
Use any structured brainstorming technique
Ideas can be tech-based, social impact, service-based,
or product-based
To foster creativity, 2. Select One Idea- Choose the most promising idea
structured from your list
brainstorming, and 3. Write a 1-page Concept Summary, include the
Idea
the ability to identify following:
2 Generation
potential business • Problem Identified: Describe the specific problem or
Challenge
opportunities based pain point your idea addresses.
on real-world • Solution Overview: Briefly describe your business
problems. idea.
• Target Audience: Identify the group of people or
organizations that would benefit.
• Market Potential: Discuss the viability and scalability
of the idea.
Part A: Business Model Canvas
To help students 1. Choose a business idea (from Assignment 2 or a
develop a clear, new one).
structured business 2. Create a Business Model Canvas with all 9 key
model and test its blocks:
assumptions through o Customer Segments
Business
customer o Value Propositions
Model &
3 conversations. The o Channels
Customer
goal is to learn how o Customer Relationships
Validation
to validate ideas o Revenue Streams
through real-world o Key Resources
feedback and refine o Key Activities
the business concept o Key Partnerships
accordingly. o Cost Structure
3. Present the BMC in visual or tabular format.

36
 Part B: Customer Interviews & Insights
1. Identify 2–3 potential customers from your target
segment.
2. Conduct brief interviews (5–10 minutes each) to
gather insights on:
o Their pain points
o Their reaction to your proposed solution
o Willingness to pay or use your product/service
3. Summarize findings in a 1–1.5 page report that
includes:
o Key customer quotes or paraphrased insights
o A revised Value Proposition or Customer Segment
block (if needed)
o A short reflection: key learnings and potential
changes to your idea
You are preparing to launch your business idea.
Prepare a combined Marketing and Financial Snapshot
including the following
Part A: Marketing Campaign Plan
• Define your target market by identifying primary
customers.
• Design a mini-campaign using one or more of the
following channels:
Business To develop a practical
4 Social media (e.g., Instagram, LinkedIn)
Launch Plan understanding of how
Print/digital flyers
– Marketing marketing stratey and
Email marketing
& Financial financial planning go
• Describe the campaign content, including the
Snapshot hand-in-hand in
message or offer to be promoted.
launching a startup.
• Optionally, create 1–2 sample marketing materials.
Students will define a
• Write a 300-word explanation outlining your
basic marketing
marketing strategy and expected impact.
campaign and align it
Part B: Financial Snapshot
with estimated costs,
1. Startup Costs – Estimate your initial costs (fixed +
pricing, and projected
variable)
revenue.
2. Pricing Strategy – State your pricing model and
justification
3. Break-even Analysis – Basic cost vs. sales estimate
4. 6-Month Revenue Projection – Expected sales and
income
5. Format: Use a simple table or spreadsheet (optional)

37
 Prepare a 90-second elevator pitch for your
business idea (the same or refined idea used in earlier
assignments).
Your pitch should cover the following elements:
To help students
o The Problem – Problem Identification
develop confidence
o The Solution – Description of your product/service.
and clarity in
o Value Proposition – The unique value proposition.
presenting their
o Target Audience – Audience for your idea.
business idea in a
o Call to Action – E.g. request for support, funding,
short, compelling
Elevator feedback, etc.
5 format. The exercise
Pitch Video Deliver Your Pitch:
simulates real-world
o Record a video and submit it with written version of
investor or
your pitch.
networking scenarios
o Ensure clear speech, confident body language (for
where entrepreneurs
video), and persuasive tone.
must grab attention
Reflection (Short Write-up):
quickly.
o Share what you learned about communicating your
idea
o Describe challenges or rewards you experienced in
the process

38
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
VEC-250-COM: Universal Human Values and Professional Ethics
,
Teaching /scheme Credits Examination Scheme
CCE: 15 Marks
Theory : 02 Hours/Week 02
End-Semester Exam: 35 Marks
Prerequisite Courses, if any :

1. Student Induction Program (SIP)

Course Objectives: The course aims to:

1. To help the students develop a holistic, humane world-vision, and appreciate the essential com-
plementarity between values and skills to ensure mutual happiness and prosperity

2. To elaborate on ‘Self-exploration’ as the process for Value Education.

3. To facilitate the understanding of harmony at various levels starting from self and going towards
family and society.

4. To elaborate on the salient aspects of harmony in nature and the entire existence.

5. To explain how the Right understanding forms the basis of Universal human values and defini-
tiveness of Ethical human conduct.

6. To provide the vision for a holistic way of living and facilitate transition from chaotic life to an
orderly life.

Course Outcomes: Upon successful completion of this course, students will be able to:

1. Recognize the concept of self-exploration as the process of value education and see they have
the potential to explore on their own right.

2. Explore the human being as the coexistence of self and body to see their real needs / basic
aspirations clearly.

3. Explain relationship between one self and the other self as the essential part of relationship
and harmony in the family.

4. Interpret the interconnectedness, harmony and mutual fulfilment inherent in the nature and
the entire existence and draw ethical conclusions in the light of Right understanding
 
 Course Contents 
Unit I - Introduction to Value Education ( 07 Hours )

1. Understanding Value Education

2. Self-exploration as the Process for Value Education

3. Continuous Happiness and Prosperity - the Basic Human Aspirations and their Fulfilment

4. Right Understanding, Relationship and Physical Facility

5. Happiness and Prosperity - Current Scenario

6. Method to Fulfil the Basic Human Aspirations

39
Unit II - Harmony in the Human Being ( 07 Hours )

1. Understanding Human being as the Co-existence of the Self and the Body

2. Distinguishing between the Needs of the Self and the Body

3. The Body as an Instrument of the Self

4. Understanding Harmony in the Self

5. Harmony of the Self with the Body

6. Programme to Ensure self-regulation and Health

Unit III -Harmony in the Family and Society (08 Hours)

1. Harmony in the Family - the Basic Unit of Human Interaction "Trust’ - the Foundational Value
in Relationship

2. ’Respect’ - as the Right Evaluation

3. Values in Human-to-Human Relationship

4. Understanding Harmony in the Society

5. Vision for the Universal Human Order

6.

Unit IV -Harmony in the Nature (Existence) (08 Hours)

1. Understanding Harmony in the Nature

2. Interconnectedness, self-regulation and Mutual Fulfilment among the Four Orders of Nature

3. Realizing Existence as Co-existence at All Levels

4. The Holistic Perception of Harmony in Existence

5. Professional Ethics in the light of Right Understanding

6. Strategies for Transition towards Value-based Life and Profession

Learning Resources
 
Text Books: 

1. A Foundation Course in Human Values and Professional Ethics, RR Gaur, R Asthana, GP Bagaria,
3rd revised edition, UHV Publications, 2023, ISBN: 978-81-957703-7-3 (Printed Copy), 978-81-
957703-6-6 (e-book)

2. Teachers’ Manual for A Foundation Course in Human Values and Professional Ethics, RR Gaur,
R Asthana, GP Bagaria, 3rd revised edition, UHV Publications, 2023, ISBN: 978-81-957703-5-9
(Printed Copy), 978-81-957703-0-4 (e-Book)
 
Reference Books: 

40
 1. P. L. Dhar, R. R. Gaur, 1990, Science and Humanism, Commonwealth Publishers.

2. A. Nagaraj, 1999, Jeevan Vidya: Ek Parichaya, Jeevan Vidya Prakashan, Amarkantak

3. B. P. Banerjee, 2005, Foundations of Ethics and Management, Excel Books.

4. A. N. Tripathy, 2003, Human Values, New Age International Publishers.

5. E. G. Seebauer & Robert L. Berry, 2000, Fundamentals of Ethics for Scientists & Engineers ,
Oxford University Press

6. B. L. Bajpai, 2004, Indian Ethos and Modern Management, New Royal Book Co., Lucknow.
Reprinted 2008.

7. M. Govindrajran, S Natrajan & V.S. Senthil Kumar, Engineering Ethics and Human Values, East-
ern Economy Edition, Prentice Hall of India Ltd.

8. M. K. Gandhi, “The Story of my Experiments with Truth”, Discovery Publisher

 
MOOC / NPTEL/YouTube Links: - 
1. Swayam Course on “Understanding Human Being Nature and Existence Comprehensively” by
Dr. Kumar Sambhav https://onlinecourses.swayam2.ac.in/aic22_ge23/preview

2. NPTEL Course on “Exploring Human Values: Visions of Happiness and Perfect Society” by Prof.
A. K. Sharma IIT Kanpur https://nptel.ac.in/courses/109104068
 
E-Resources: - 

1. https://fdp-si.aicte-india.org/download.php#1/

2. https://madhyasth-darshan.info/postulations/knowledge/knowledge-of-humane-conduct/

3. https://www.youtube.com/channel/UCQxWr5QB_eZUnwxSwxXEkQw
 
 Guidelines for Continuous Assessment 
Considering the specific nature of this course, the methodology is exploration based and thus uni-
versally adaptable. In order to connect the content of this course with practice, minimum two group
activities must be conducted with active involvement of the students. 50 % of the continuous assess-
ment should be strictly based on the participation of the students in the following activities.

Sr Objectives Expected Outcome

Sharing about Oneself : Introduction of
students with following points yourself,
The students start exploring themselves; get
family, friends, achievements and
1 comfortable with each other and with the teacher and
failures, your aspirations from life. How
start appreciating the need and relevance of the course.
do you expect to fulfil these aspirations
and live a life of fulfillment?
Exploring Human Consciousness
Watch and discuss the documentary The students start finding that right understanding is
video “Story of Stuff”. It is a about the the basic need of human being; followed by
2 materials economy – its motivation, relationship and physical facility. They also start
process and outcome. (Source: feeling that lack of understanding of human values is
http://storyofstuff.org/movies/story-of- the root cause
stuff)

41
 Exploring right understanding
Make a list of your desires. Now for each
Students start feeling that lack of understanding of
item on the list, find out what would be
human values is the root cause of all problems and the
3 necessary to fulfil it, i.e. will it require:
sustained solution could emerge only through
(a) Right understanding? (b)
understanding of human values and value-based living.
Relationship (right feeling)? (c) Physical
facility?
Exploring Natural Acceptance
Observation within the faculty of
‘Natural Acceptance’, based on which you
can verify what is right or what is not The students are able to see that self-verification must
right for you. Make a list of the problems be based on their natural acceptance. In many cases,
in your family. For each problem, find their actual living is not in accordance with their
4
out the most significant reason: is it natural acceptance. In addition, lack of feeling in
related to lack of right understanding, relationship is the major cause of problems in their
lack of feelings in relationship or lack of family and with friends.
physical facility? Also, find out how
much time and effort you have devoted
for each in the last one week.
Exploring the difference of Needs of Self
The students are able to relate their desires to need of
and Body
the Self and the Body distinctly. They are able to see
Take the list of desires you made in
5 that the Self and the Body are two distinct realities,
Practical 2. Update it if required. Now
and large parts of their desires are related to the need
classify the desires as being related to the
of the Self (and not the Body).
need of the Self or need of the Body
Exploring Sources of Imagination in the
Self
Recall the times that your body has been
ill (in disharmony) in the last 3 years. The students are able to list down activities related to
What steps were taken to restore the proper upkeep of the Body and practice them in their
harmony of the Body? If you were to daily routine. They are also able to appreciate the
6
take full responsibility for your body, (i.e. plants growing in and around the campus, which can
you had the feeling of self-regulation), be beneficial in maintaining their health and even
what kind of daily schedule would you curing common ailments.
have? Approximately how much time
would you allocate for keeping your
body in good health?
The students are able to see that the natural
Exploring the Feeling of Trust
acceptance (intention) of everyone is to be happy and
Show & discuss the video “Right Here
make others happy! It is the competence is lacking in
Right Now”. It is a short film directed by
7 themselves and in others. They are able to distinguish
Anand Gandhi about human behaviour
between reaction and response, appreciate the need
and its propagation.
for 100% response in human-human interaction and
https://www.youtube.com/watch?v=OVAokeqQuFMhttps://www.youtube.com/watch?v=gIYJePEnv
make effort towards it.

42
 Exploring the Feeling of Respect
List out ten or more of your interactions
with other people in your family and
friends in the last one week. Now The students are able to see that respect is the right
analyse these interactions were evaluation (of intention and competence). Only right
8 over-evaluation, under/ otherwise evaluation leads to fulfillment in relationship. Over
evaluation or right evaluation of the evaluation leads to ego and under/otherwise
other? In each interaction, were you evaluation leads to depression.
comfortable within, uncomfortable
within or unaware of your state?

The students are able to see that as a family, a society,

the comprehensive human goal is naturally acceptable
Exploring Systems to fulfil Human Goal
to all. They are able to see that the systems required
Assuming that you would like to see your
for their fulfilment include; Education-Sanskar,
hostel/ educational institution/
Health-Self regulation, Production-Work,
9 workplace/ neighborhood as a model of
Justice-Preservation and Exchange-Storage.
human society, write down its goal(s)
Meaningful participation by every individual, every
and the system to achieve these goals.
family, every family cluster. . . every village, town,
city. . . country and the whole world is required in
these systems for the human goals to be fulfilled.
Exploring the Four Orders of Nature
Watch and discuss the documentary
The students are able to appreciate the
video “An Inconvenient Truth”. It is
interconnectedness, interdependence and the
about global climate change presented
relationship of mutual fulfilment existing in nature.
10 by Former US Vice President Al Gore. He
They are able to see that they have a natural
raises the question “What were you
acceptance to participate in a mutually fulfilling
doing when you had the time to do
manner in nature.
something?” (Source:
http://an-inconvenient-truth.com/)
The students are able to obtain a holistic vision about
Exploring Co-existence in Existence
the existence. It is in the form of co-existence, rather
Observe your Self. Are you in space? Are
than a chaos. Every unit is energized, self-organized
you getting energy from the body? Is
and is participating with other units in an orderly
your energy dependent on the body?
11 manner for mutual-fulfilment. It is only the human
When your body is sick, does your
being without right understanding, which is violating
energy to think diminish? Are you
this underlying co-existence. They are able to
energized in space? Is the body dictating
appreciate the need to understand the co-existence in
you? Are you self-organized in space?
existence.

43
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
CEF-260- COM : Community Engagement Project
,
Teaching /scheme Credits Examination Scheme
Term Work : 25 Marks
Practical : 04 Hours/Week 02
Oral /Presentation : 25 Marks
Prerequisite : Students should have prior knowledge of

1. Basic understanding of social and ethical responsibilities

2. Teamwork and communication skills acquired in prior coursework or group activities

3. Familiarity with problem-solving methodologies and project planning

4. Conversation in local language

Companion Course :

• CEP is an experiential learning approach that combines education, learning, community devel-
opment, and meaningful community service.

• Project involves students in community development and service activities and applies the ex-
perience to personal and academic development.

• The targeted contribution of college students to the village/local development will benefit the
community.

• The college has an opportunity to help students become more socially conscious and responsible
while simultaneously becoming a socially conscious organization.

Course Objectives: The course aims to:

1. Establish a mutually beneficial relationship between the college and the community

2. Opportunities to engage with their local community, fostering empathy, teamwork, and problem-
solving skills while contributing positively to their surroundings.

3. An understanding of the challenges faced by the local community and the role of engineering
in addressing those challenges.

4. The ability to apply technical knowledge and skills to design solutions or interventions that
create a positive impact on the community.

5. The skills to evaluate and critically analyze the outcomes of their engagement activities, deriving
actionable insights for sustainable impact

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1 - Identify and Analyze local community needs and challenges by engaging with stake-
holders and evaluating real-world problems.

• CO2 - Design and Implement practical, creative, and context-specific solutions using engineer-
ing principles to address community issues.

• CO3 - Reflect and Evaluate the effectiveness of their interventions and articulate lessons learned
through reports and presentations.

44
 
 Course Contents 
Implementation

• A group of 3 to 4 students could be assigned for a particular habitation or village or municipal

ward, as far as possible, in the near vicinity of their place of stay/college premise.

• Each group /practical batch is allotted to a faculty member of the department as a mentor.

• A division of 60 students can have 3 batches of minimum 20 students. Practical load of 4 hours
to be allocated to each batch.

• The group of students will be associated with a government official / village authorities /NGOs
etc. concerned, allotted by the district administration, during the duration of the project.

• The Community Engagement Project should be different from the regular programmes of NSS/NCC/Gre
Club/Hobby Clubs, Special Interests Groups etc

• An activity book has to be maintained by each of the students to record the activities under-
taken/involved and will be countersigned by the concerned mentor/HoD.

• Project report shall be submitted by each student/group of students.

• An internal evaluation shall also be conducted by a committee constituted by the HoD. Evalu-
ation to be done based on the active participation of the student and marks could be awarded
by the mentor/HoD.

• Students groups can conduct an awareness programme on Health and Hygiene or in Organic
Farming or in Fisheries or in advocating prohibition of liquor or about renewable energy, e-
waste management or any other activity in an area of their studies and as per his/her aptitude.

• Oral Examination shall consist of presentation and demonstration of the project work carried
out by the project groups.

Suggestive list of topics under Community Engagement Project

The below lists are not exhaustive and open for HoD’s or mentors to add, delete or modify. It is
expected that the focus should be on specific local issues in their nearby areas.
The students are expected to carry out these projects with involvement, commitment, responsibility
and accountability. The mentors of a student/group of students shall

• Use/ miss-use of cell phones

• Career orientation of youth

• Water facilities and drinking water availability

• Health and hygiene of the school going students, home makers and old personals

• Health intervention and awareness programmes

• Horticulture

• Herbal and Nutrition

• Traditional and Modern health care methods

• Food habits

45
 • Air /Sound /Water pollution

• Plantation and Soil protection

• Renewable energy and Solar Systems

• Yoga awareness and practice

• Health care awareness programmes and their impact

• Organic farming

• Food adulteration

• Incidence of Diabetes and other chronic diseases

• Blood groups and blood levels

• Chemicals in daily life

• Music and dance

• Women education and empowerment

Project Scope

• Conduct workshops or awareness drives on topics like digital literacy, environmental sustain-
ability, mental health, or career planning for local stakeholders.

• Develop a simple prototype or solution that addresses a real-world problem (e.g., a water-saving
device, simple mobile apps, or tools for community use).

• Organize clean-up drives, tree plantations, recycling campaigns, or energy conservation initia-
tives.

• Promote health through awareness programs on hygiene, nutrition, and exercise.

• Teach basic computer or technical skills to students, staff, or the community

Proposal Submission

CEP Group should Submit a two-page project proposal, preferably prior to the term commencement
outlining the following:-

• Title of the project

• Aim, Objective and expected outcome

• Plan of execution (timeline and activities).

• Place of the CEP and involvement of any local authority, NGP

• Required resources (if any).

• Get approval from the designated faculty mentor.

Learning Resources
 
Text Books: 

46
 1. Waterman, A. Service-Learning: A Guide to Planning, Implementing, and Assessing Student
Projects. Routledge, 1997.

2. Beckman, M., and Long, J. F. Community-Based Research: Teaching for Community Impact.
Stylus Publishing, 2016.

3. Design Thinking for Social Innovation. IDEO Press, 2015.

4. Dostilio, L. D., et al. The Community Engagement Professional’s Guidebook: A Companion to

The Community Engagement Professional in Higher Education. Stylus Publishing, 2017
 
MOOC / NPTEL/YouTube Links: 
1. NPTEL course: Ecology and Society, https://onlinecourses.nptel.ac.in/noc20_hs77/preview
 
Web Links: - 

1. UNESCO: Education for Sustainable Development https://www.unesco.org

2. EPICS (Engineering Projects in Community Service) https://engineering.purdue.edu/EPICS

3. Ashoka: Innovators for the Public https://www.ashoka.org

4. Design for Change https://www.dfcworld.com

47
Savitribai Phule Pune University, Pune

Maharashtra, India

SE - Computer Engineering
&

SE - Computer Science and Engineering

2024 Pattern

Semester - IV

With effect from Academic Year 2025-26

48
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-206- COM: Database Management Systems
,
Teaching /scheme Credits Examination Scheme
Theory : 03 Hours/Week 03 CCE : 30 Marks
End-Semester: 70 Marks
Prerequisite Courses :

1. Discrete Mathematics, Data Structures and Algorithms

Course Objectives: The course aims to:

1. To understand database concepts, design principles, and ER/EER modeling.

2. To develop SQL and PL/SQL skills for efficient database operations and procedural program-
ming.

3. To apply normalization techniques for designing well-structured relational databases.

4. To explore database transactions, concurrency control methods, and recovery mechanisms.

5. To analyse NoSQL database models and their role in managing unstructured data.

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Explain the fundamentals of database management systems, including data models, ER
modeling, and database design.

• CO2: Develop and execute SQL and PL/SQL programs to manage and manipulate relational
data.

• CO3: Apply normalization techniques to improve database design and ensure data integrity.

• CO4: Analyze transaction management concepts and concurrency control techniques for reli-
able database systems

• CO5: Evaluate NoSQL database types and explain their suitability for handling unstructured
data.
 
 Course Contents 
Unit I - Introduction to Database Management System ( 09 Hours )

Introduction to Database Management Systems, Purpose of Database Systems, Database-System Ap-

plications, View of Data, Database Languages, Database System Structure, Enterprise Constraints
Data Models, Database Design and ER Model: Entity, Attributes, Relationships, Constraints, Keys,
Design Process, Entity Relationship Model, ER Diagram, Design Issues, Extended E-R Features, Con-
verting E-R & EER diagram into tables.
Case Study: Study of Architecture of any DBMS like Oracle or MySQL. Design a database schema
for any problem given in previous Question Papers.
Unit II - SQL and PL/SQL ( 09 Hours )

SQL: DDL, DML, Select Queries, String, Date and Numerical Functions, Aggregate Functions ,View,
Indexes, Group by and Having Clause, Join Queries, Set, Set operation, Set membership, Nested
queries, DCL, TCL
PL/SQL: Control Statement, Cursor, Stored Procedure and Function, Trigger

49
 Case Study : Design and implement a Student Course Management System using SQL and PL/SQL
to manage students, courses, and faculty members efficiently. The system should store and retrieve
relevant data, ensuring integrity, security, and performance optimization.
Unit III - Relational Database Design (09 Hours)

Relational Model: Basic concepts, Attributes and Domains, CODD’s Rules, Relational Integrity, Ref-
erential Integrities, Database Design: Features of Good Relational Designs, Normalization, Atomic
Domains and First Normal Form, Decomposition using Functional Dependencies, 2NF, 3NF, BCNF.
Case study: Design and Optimization of a Relational Database for a University Management System
Unit IV - Database Transactions (09 Hours)

Basic concept of a Transaction, Transaction Management, Properties of Transactions, ACID, Concept

of Schedule, Serial Schedule, Serializability: Conflict and View, Cascaded Aborts, Recoverable and
Non-recoverable Schedules, Concurrency Control: Need, Locking Methods.
Case study : Design Online Shopping Cart Transaction Management In an e-commerce platform,
multiple users simultaneously add, update, and purchase products. To ensure data consistency and
reliability, the system must handle concurrent transactions effectively.
Unit V - NoSQL Database (09 Hours)

Introduction to NoSQL Database, NoSQL data models, CAP theorem and BASE Properties, Compar-
ative study of SQL and NoSQL, MongoDB: CRUD Operations, Indexing and Aggregation.
Case study: Study NoSQL Database Selection for a Social Media Platform.
Learning Resources
 
Text Books: 

1. Silberschatz A., Korth H., Sudarshan S., "Database System Concepts", McGraw Hill Publishers,
ISBN 0-07-120413-X, 6th edition

2. Connally T., Begg C., "Database Systems", 4th Edition, Pearson Education, 2002, ISBN 8178088614

3. D T Editorial Services "BIG DATA Black Book", Dreamtech Press ISBN 13 : 9789351199311
 
Reference Books: 

1. C J Date, “An Introduction to Database Systems”, Addison-Wesley, ISBN: 0201144719

2. S.K.Singh, “Database Systems: Concepts, Design and Application”, Pearson Education, ISBN
978-81-317-6092-5

3. Kristina Chodorow, Michael Dierolf, “MongoDB: The Definitive Guide”, O Reilly Publications,
ISBN: 978-1-449-34468-9

4. Adam Fowler, “NoSQL For Dummies”, John Wiley & Sons, ISBN-1118905628

5. Kevin Roebuck, “Storing and Managing Big Data - NoSQL, HADOOP and More”, Emereopty
Limited, ISBN: 1743045743, 9781743045749

6. Joy A. Kreibich, “Using SQLite”, O’REILLY, ISBN: 13:978-93-5110-934-1

7. Ivan Bayross, “SQL, PL/SQL the Programming Language of Oracle”, BPB Publications ISBN:
9788176569644, 9788176569644
 
MOOC / NPTEL/YouTube Links: - 

50
1. https://nptel.ac.in/courses/106106220

2. https://nptel.ac.in/courses/106105175

3. https://www.mongodb.com/resources/basics/databases/nosql-explained

4. https://learn.microsoft.com/en-us/azure/cosmos-db/nosql/modeling-data

5. http://www.nptelvideos.com/lecture.php?id=6518

51
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-207-COM: Discrete Mathematics
,
Teaching /scheme Credits Examination Scheme
Theory : 03 Hours/Week 03 CCE : 30 Marks
End-Semester: 70 Marks
Prerequisite Courses, if any : Students should have prior knowledge of

1. Basic Mathematics

Course Objectives: The course aims to introduce several Discrete Mathematical Structures found to
be serving as tools even today in the development of theoretical computer science.

1. To introduce students to understand, explain, and apply the foundational mathematical con-
cepts at the core of computer science.

2. To understand use of set, function and relation models to understand practical examples, and
interpret the associated operations and terminologies in context.

3. To acquire knowledge of logic and proof techniques to expand mathematical maturity.

4. To learn the fundamental counting principle, permutations, and combinations.

5. To study how to model problems using graphs and trees.

6. To learn algebraic structures

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Apply and Analyze Set Theory and Propositional Logic

• CO2: Evaluate and Construct Models using Relations and Functions

• CO3: Design and Implement Tree Structures and Network Flow Algorithms

• CO4: Analyze and Develop Solutions using Graph Theory

• CO5: Apply and Solve Problems using Counting Principles, Understand Algebraic structures
 
 Course Contents 
Unit I - Set and Propositions ( 09 Hours )

Introduction and significance of Discrete Mathematics, Propositional Logic- logic, Propositional Equiv-
alences, Application of Propositional Logic- Translating English Sentences, Proof by Mathematical
Induction and Strong Mathematical Induction. Sets– Naïve Set Theory (Cantorian Set Theory), Ax-
iomatic Set Theory, Set Operations, Cardinality of set, Principle of inclusion and exclusion. Types of
Sets – Bounded and Unbounded Sets, Diagonalization Argument, Countable and Uncountable Sets,
Finite and Infinite Sets, Countably Infinite and Uncountably Infinite Sets, Power set.
Case study: Know about the great philosophers- Georg Cantor, Richard Dedekind and Aristotle.
Design a recommendation system using logical propositions and predicates to filter movies based on
user preferences.
Unit II - Relations and Functions ( 09 Hours )
Introduction to Relations and their Properties Representation of Relations using Matrices and Di-
graphs Equivalence relations, Partial orderings, Partitions, Hasse diagram, Lattices, Chains and Anti-
Chains, Transitive closure and Warshall‘s algorithm.

52
 Functions: Types of Functions (Injective, Surjective, Bijective) , Composition and Inverse of Func-
tions , Recursive Functions and Applications in Algorithms, Counting Functions and Growth of Func-
tions
Cast Study - Know about the great philosophers-Dirichlet
Unit III - Introduction to Trees (09 Hours)
Introduction to Trees and Properties, Binary Trees and Binary Search Trees (BST), Tree Traversal
Techniques: Preorder, Inorder, Postorder , Huffman Trees and Data Compression Algorithms, Appli-
cations of Trees in File Systems, The Max flow- Min Cut Theorem in Transport network.
Case Studies - Algebraic Expression Tree, Tic-Tac-Toe Game Tree, implement a file directory system
using a tree structure, allowing hierarchical organization of files and folders
Unit IV - Introduction to Graph Theory (09 Hours)

Introduction to Graphs: Types and Representation, Graph Traversals: BFS and DFS ,Connected
Components and Path finding Algorithms, Eulerian and Hamiltonian Paths and Circuits , Planar
Graphs and Graph Coloring, Dijkstra’s Algorithm for Shortest Paths , Spanning Trees and Minimum
Spanning Tree Algorithms (Prim’s and Kruskal’s)
Case study : Model a social media platform using directed graphs to represent relationships such as
“follower” or “friend.” Three utility problem, Web Graph, Google map
Unit V - Counting Principles and Algebraic Structures - (09 Hours)

Basic Counting Techniques: Addition and Multiplication Principles, Permutations and Combina-
tions, Binomial Coefficients and Pascal’s Triangle, Pigeonhole Principle and its Applications, Inclusion-
Exclusion Principle, Generating Functions for Counting Problems.
The structure of algebra - Algebraic Systems, Semi Groups, Monoids, Groups, Homomorphism and
Normal Subgroups and Congruence relations, Rings, Integral Domains and Fields.
Case Studies - Study Sudoku solving algorithms and algorithm for generation of new SUDOKU.
Study Hank-shake Puzzle and algorithm to solve it Calculate the number of possible password com-
binations given specific constraints on length, character types, and repetition
Learning Resources
 
Text Books: 

1. Kenneth H. Rosen, “Discrete Mathematics and its Applications”, Tata McGraw-Hill, ISBN 978-
0-07-288008-3

2. Bernard Kolman, Robert C. Busby and Sharon Ross, “Discrete Mathematical Structures”, Prentice-
Hall of India /Pearson, ISBN: 0132078457, 9780132078450.

3. Narsingh Deo, “Graph with application to Engineering and Computer Science”, Prentice Hall of
India, 1990, 0 – 87692 – 145 – 4.

4. Eric Gossett, “Discrete Mathematical Structures with Proofs”, Wiley India Ltd, ISBN:978-81-
265-2758-8.

5. Sriram P.and Steven S., “Computational Discrete Mathematics”, Cambridge University Press,
ISBN 13: 978-0-521-73311-3.

6. Herstein, I. N. Topics in Algebra. 2nd ed., Indian Adaptation, Wiley India Pvt. Ltd., 2006. ISBN:
9788126510184.
 
E-Book 

1. https://www.ebookphp.com/discrete-mathematical-structures-6th-edition-epub-pdf/

53
 2. http://discrete.openmathbooks.org/pdfs/dmoi-tablet.pdf

3. http://home.iitk.ac.in/∼arlal/book/mth202.pdf

4. https://web.stanford.edu/class/cs103x/cs103x-notes.pdf

5. http://home.iitk.ac.in/∼arlal/book/mth202.pdf
 
MOOC/NPTEL/SWAYAM Course Links: 
1. https://nptel.ac.in/courses/106/106/106106183/

2. https://nptel.ac.in/courses/106/103/106103205/

3. https://nptel.ac.in/courses/111/106/111106050/

54
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-208- COM : Computer Organization and Microprocessor
,
Teaching /scheme Credits Examination Scheme
Theory : 02 Hours/Week 02 CCE : 30 Marks
End-Semester: 70 Marks
Prerequisite Courses : Digital Electronics and Logic Design
Course Objectives: To provide students with a foundational understanding of computer evolution,
memory management, the 8086 microprocessor, memory organization, interrupts, and parallel orga-
nization in computer systems.

1. Learn about the history and development of computers and how their performance has im-
proved over time.

2. Understand how memory is managed in a computer and the techniques used to store and access
data efficiently.

3. Get familiar with the 8086 microprocessor, its basic functions, and its role in computer systems.

4. Learn how memory is organized in a computer and how interrupts help manage tasks.

5. Understand the basics of parallel organization and how it improves the speed and performance
of computer systems.

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Understand and analyze computer system design and historical development of comput-
ers and foundational architectures like Von Neumann and Harvard.

• CO2: To design and optimize internal, and external memory systems for high-performance
computing.

• CO3: To understand fundamental knowledge of the 8086-microprocessor architecture, pro-

gramming model, addressing modes, and instruction set.

• CO4: To understand memory management, I/O operations and interrupt handling, including
address translation, memory banks and interrupt controllers.

• CO5: To explore the multiprocessor systems, Flynn’s Taxonomy and RISC design principles,
including memory architectures
 
 Course Contents 
Unit I - Computer Evolution and Performance ( 06 Hours )

A Brief History of Computers, Von Neumann Architecture, Harvard Architecture, Designing for Per-
formance, Evolution of Intel processor architecture- 4 bit to 64 bit, performance assessment. A top
level view of Computer function and interconnection Computer Components, Interconnection struc-
ture, bus interconnection,
Computer Arithmetic- The Arithmetic and Logic Unit, addition and subtraction of signed numbers,
design of adder and fast adder, carry look ahead addition, multiplication of positive numbers, signed
operand multiplication, Booths algorithm for multiplying binary integers.
Case Study: Evolution (Brief History) of Microprocessors
Unit II - Memory Management ( 06 Hours )

Characteristics of Memory System, The memory hierarchy.

55
 Cache Memory- Cache memory principles, Elements of cache design cache address, size, and map-
ping functions. Replacement algorithms, write policy, line size, number of cache, one level and two
level cache. Performance characteristics of two level cache- locality & operations.
Internal Memory- semiconductor main memory, advanced DRAM organization. External Memory-
Hard Disk organization. RAID- level 1 to level 6.
Case Study : Memory Management in ATMs
Unit III - Introduction to 8086 Microprocessor (06 Hours)

8086 Architecture: Introduction to 16 bit microprocessor, Architecture and Pin diagram of 8086,
Programmers model of 8086 (Registers).
Addressing modes of 8086: Immediate Addressing, Register Addressing, Direct Addressing, Indirect
Addressing, Indexed Addressing, Based Addressing, Based Indexed Addressing
Instruction set of 8086: Data Movement Instructions, Arithmetic Instructions, Logic Instructions,
Control Transfer Instructions, String Instructions, Input / Output Instructions, Flag Control Instruc-
tions, Process Control Instructions, Other Instructions.
Case study: Design of Basic Calculator Using 8086
Unit IV - Memory Organization and Interrupts (06 Hours)

Memory Organization: Segmentation, logical to physical address translation, even and odd memory
banks, Read write cycle timing diagrams, Address mapping and decoding, I/O: memory mapped I/O
& I/O Mapped I/O.
Interrupts: Interrupt Control & status registers, Interrupt Vector Table (IVT), ISR, Hardware and
software Interrupts, 8259 (Programmable Interrupt Controller): Features, Block Diagram, Control &
Status registers.
Case study : Memory and Interrupt Management in an Automated Railway Reservation System
Unit V - Parallel Organization (06 Hours)

Multiprocessors, Clusters, Flynn’s Taxonomy for Multiple Processor Organizations, Closely and Loosely
Coupled Multiprocessors Systems, Symmetric Multiprocessor (SMP) Organization, UMA, NUMA.
RISC: Instruction execution characteristics, use of large register file, compiler-based register opti-
mization, RISC architecture and pipelining. RISC Vs CISC.
Case study:Multi-core System
Learning Resources
 
Text Books: 

1. W. Stallings, Computer Organization and Architecture: Designing for performance, Pearson

Education/ Prentice Hall of India, 2003, ISBN 978-93-325-1870-4, 7 th Edition.

2. Zaky S, Hamacher, Computer Organization, 5th Edition, McGraw-Hill Publications, 2001,

ISBN- 978-1-25-900537-5, 5th Edition.

3. Douglas Hall, “Microprocessors & Interfacing”, McGraw Hill, Revised 2 Edition,

4. A. Ray, K. Bhurchandi, “Advanced Microprocessors and peripherals: Arch, Programming & In-
terfacing” Tata McGraw Hill,2004 ISBN 0-07-463841.
 
Reference Books: 

1. John P Hays, Computer Architecture and Organization, McGraw-Hill Publication, 1998,

ISBN:978-1-25-902856-4, 3rd Edition.

2. Miles Murdocca and Vincent Heuring, Computer Architecture and Organization- an inte-
grated approach, Wiley India Pvt. Ltd, ISBN:978-81-265-1198-3, 2nd Edition

56
 3. A. Tanenbaum, Structured Computer Organization||, Prentice Hall of India, 1991 ISBN: 81
– 203 – 1553 – 7, 4th Edition.

4. Patterson and Hennessy, Computer Organization and Design, Morgan Kaufmann Publishers
In, ISBN 978-0-12-374750-1, 4th Edition.

5. Liu, Gibson, “Microcomputer Systems: The 8086/88 Family”, 2 nd Edition, PHI,2005.

6. Kenneth Ayala, “The 8086 Microprocessor: Programming & Interfacing the PC”
 
MOOC / NPTEL/YouTube Links: - 
1. NPTEL course on “Computer architecture and organization” By Prof. Indranil Sengupta, Prof.
Kamalika Datta, IIT Kharagpur https://swayam.gov.in/nd1_noc21_cs61/preview

2. NPTEL course on “Microprocessor & Interfacing” By Prof. Shaik Rafi Ahamed, IIT Guwahati
https://archive.nptel.ac.in/courses/108/103/108103157/

3. Complete COA Computer Organization & Architecture in one shot, Semester Exam, Hindi,
https://www.youtube.com/watch?v=DsK35f8wyUw

4. 8086 Microprocessor Architecture - Bharat Acharya, Hindi, https://www.youtube.com/watch?v=DmwO

5. Microprocessor 8086 - YouTube Playlist https://www.youtube.com/playlist?list=PLgwJf8NK-

2e4oAeDid0hwuiol_RJdscrp

57
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-209- COM: Database Management Laboratory
,
Teaching /scheme Credits Examination Scheme
Practical : 02 Hours/Week 01 Term Work : 25 Marks
Practical : 25 Marks
Companion Course : Database Management Systems

Course Objectives: The course aims to:

1. To understand and apply the concepts of database design by formulating case studies, creating
E-R diagrams, and mapping them to the relational model.

2. To develop and execute SQL queries for creating, modifying, and managing database structures
using DDL, DML, DCL, and TCL commands.

3. To implement advanced SQL operations, including aggregate functions, joins, subqueries, views,
stored procedures, and triggers, for efficient database management.

4. To explore NoSQL databases by designing and implementing CRUD operations in MongoDB,

understanding document-based storage and retrieval.

Course Outcomes: Upon successful completion of this course, students will be able to:

1. Apply the concepts of database design by creating E-R diagrams and converting them into
relational models.

2. Develop and execute SQL queries for data manipulation, transaction control, and access man-
agement using DML, DCL, and TCL commands.

3. Analyze and implement SQL operations, including joins, views, subqueries, stored procedures,
and triggers, to optimize data retrieval and integrity.

4. Design and Implement CRUD operations in MongoDB, demonstrating an understanding of

NoSQL database concepts and their practical applications.
 
 Course Contents 
Guidelines for Instructor’s Manual

The instructor’s manual/Lab Manual is to be developed as a hands-on resource and reference.

The instructor’s manual need to include prologue (about University/program/ institute/ depart-
ment/foreword/ preface), curriculum of course, conduction and Assessment guidelines, topics un-
der consideration-concept, objectives, outcomes, set of typical applications/assignments/guidelines,
references.
Guidelines for Student’s Laboratory Journal

The laboratory assignments are to be submitted by student in the form of journal. Journal con-
sists of prologue, Certificate, table of contents, and handwritten write-up of each assignment (Title,

58
Objectives, Problem Statement, Outcomes, software and Hardware requirements, Date of Comple-
tion, Assessment grade/marks and assessor’s sign, Theory Concept in brief, algorithm, flowchart, test
cases, Test Data Set(if applicable), mathematical model (if applicable), conclusion/analysis. Program
codes with sample output of all performed assignments are to be submitted as softcopy.
As a conscious effort and little contribution towards Green IT and environment awareness, attaching
printed papers as part of write-ups and program listing to journal may be avoided. Students programs
maintained on cloud or college server by Laboratory In-charge is highly encouraged. For reference
one or two journals may be maintained with program prints at Laboratory for accreditation purpose.
Guidelines for Laboratory/Term Work Assessment

Continuous assessment of laboratory work should be done based on overall performance and Labora-
tory assignments performance of student. Each Laboratory assignment assessment should be assigned
grade/marks based on parameters with appropriate weightage. Suggested parameters for overall as-
sessment as well as each Laboratory assignment assessment include timely completion performance,
innovation, efficient codes, punctuality and neatness.
Guidelines for Laboratory Conduction

The instructor is expected to frame the assignments by understanding the prerequisites, technolog-
ical aspects, utility and recent trends related to the topic. The assignment framing policy needs to
address the average students and inclusive of an element to attract and promote the intelligent stu-
dents. The instructor may set multiple sets of assignments and distribute them among batches of
students.
It is appreciated if the assignments are based on real world problems/applications. Encourage stu-
dents for appropriate use of Hungarian notation, proper indentation and comments. Use of open
source software is to be encouraged. In addition to these, instructors may assign one real life ap-
plication in the form of a mini-project based on the concepts learned. Instructors may also set one
assignment or mini-project that is suitable to respective branch beyond the scope of the syllabus.

Operating System recommended :- 64-bit Open source Linux or its derivative

Programming tools recommended: - MYSQL/Oracle, MongoDB, ERD plus, ER Win

Guidelines for Practical Examination

Both internal and external examiners should jointly set problem statements. During practical assess-
ment, the expert evaluator should give the maximum weightage to the satisfactory implementation
of the problem statement. The supplementary and relevant questions may be asked at the time of
evaluation to test the student’s for advanced learning, understanding of the fundamentals, effective
and efficient implementation. So encouraging efforts, transparent evaluation and fair approach of
the evaluator will not create any uncertainty or doubt in the minds of the students. So adhering to
these principles will consummate our team efforts to the promising start of the student’s academics.
Suggested List of Laboratory Experiments/Assignments

Sr. Name of Assignment

59
1 Case Study and ER Diagram
Develop a case study and design its Entity-Relationship (ER) Diagram. Convert the ER
model into a relational model.
2 Write and execute SQL Data Definition Language (DDL) commands such as CREATE,
ALTER, DROP, RENAME, and TRUNCATE to define and modify tables. Insert data into the
tables and apply appropriate integrity constraints such as NOT NULL, UNIQUE, PRIMARY
KEY, FOREIGN KEY, and CHECK. (The application may vary as per the subject teacher’s
requirement.)
3 SQL Queries for Data Manipulation, Access Control, and Transactions
Design and run SQL queries to demonstrate the following:
a) Data Manipulation (DML): Use SQL statements to INSERT, UPDATE, and DELETE
records. Apply arithmetic, logical, set operators, pattern matching, and string functions.
b) Access Control (DCL): Use GRANT, REVOKE, and ROLE commands to manage user
access.
c) Transaction Control (TCL): Apply START TRANSACTION, COMMIT, ROLLBACK, and
SAVEPOINT commands to manage transactions.
4 Aggregate Functions and Grouping
Use aggregate functions along with GROUP BY and HAVING clauses to retrieve
summarized data from the database.
5 JOIN Operations and Views
Perform various types of JOIN operations to extract meaningful relationships between
tables. Create and manage different database views.
6 Subqueries
Write and execute subqueries to retrieve data from one table based on results from
another.
7 Stored Procedures or Function with Cursors
Create and execute stored procedures / function using cursors.
8 Database Triggers
Implement and test triggers to maintain data integrity in database.
9 CRUD Operations using MongoDB
Design and implement basic Create, Read, Update, and Delete (CRUD) operations using
MongoDB. Use the save method and logical operators where necessary.
10 Aggregation and Indexing in MongoDB
Design and execute MongoDB queries using aggregation and indexing techniques with
suitable examples.

60
11 Using the database concepts covered in above assignments, develop an application with
following details:

1. Follow the Software Development Life cycle and other concepts learnt in Software
Engineering Course throughout the implementation.

2. Develop application considering:

• Front End: Java/Perl/PHP/Python/Ruby/.net/any other language
• Backend : MongoDB/ MySQL/Oracle

3. Test and validate application using Manual/Automation testing.

4. Student should develop application in group of 2-3 students and submit the Project
Report which will consist of documentation related to different phases of Software
Development Life Cycle:

• Title of the Project, Abstract, Introduction

• Software Requirement Specification

• Conceptual Design using ER features, Relational Model in appropriate Normalize

form

• Graphical User Interface, Source Code

• Testing document

• Conclusion

Note
• Instructor should maintain progress report of mini project throughout the semester from project
group.
• The practical exam will be based on Assignments 1 through 10 provided above.
• Mini Project in this course should facilitate the Project Based Learning among students

61
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
PCC-210-COM: Microprocessor Lab ,
Teaching /scheme Credits Examination Scheme
Practical : 02 Hours/Week 01 Oral : 25 Marks
Prerequisite Courses : Microprocessor
Course Objectives: The course aims to:

1. To understand assembly language programming instruction set

2. To understand different assembler directives with example

3. To apply instruction set for implementing X86/64 bit assembly language programs

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1. Understand and apply various addressing modes and instruction set to implement assem-
bly language programs

• CO2. Apply logic to implement code conversion

• CO3. Analyze and apply logic to demonstrate processor mode of operation

 
 Course Contents 
Guidelines for Instructor’s Manual
The instructor’s manual/Lab Manual is to be developed as a hands-on resource and reference.
The instructor’s manual need to include prologue (about University/program/ institute/ depart-
ment/foreword/ preface), curriculum of course, conduction and Assessment guidelines, topics un-
der consideration-concept, objectives, outcomes, set of typical applications/assignments/guidelines,
references.
Guidelines for Student’s Laboratory Journal

The laboratory assignments are to be submitted by student in the form of journal. Journal con-
sists of prologue, Certificate, table of contents, and handwritten write-up of each assignment (Title,
Objectives, Problem Statement, Outcomes, software and Hardware requirements, Date of Comple-
tion, Assessment grade/marks and assessor’s sign, Theory Concept in brief, algorithm, flowchart, test
cases, Test Data Set(if applicable), mathematical model (if applicable), conclusion/analysis. Program
codes with sample output of all performed assignments are to be submitted as softcopy.
As a conscious effort and little contribution towards Green IT and environment awareness, attaching
printed papers as part of write-ups and program listing to journal may be avoided. Students programs
maintained on cloud or college server by Laboratory In-charge is highly encouraged. For reference
one or two journals may be maintained with program prints at Laboratory for accreditation purpose.
Guidelines for Laboratory/Term Work Assessment

Continuous assessment of laboratory work should be done based on overall performance and Labora-
tory assignments performance of student. Each Laboratory assignment assessment should be assigned
grade/marks based on parameters with appropriate weightage. Suggested parameters for overall as-
sessment as well as each Laboratory assignment assessment include timely completion performance,
innovation, efficient codes, punctuality and neatness.

62
Guidelines for Laboratory Conduction

The instructor is expected to frame the assignments by understanding the prerequisites, technolog-
ical aspects, utility and recent trends related to the topic. The assignment framing policy needs to
address the average students and inclusive of an element to attract and promote the intelligent stu-
dents. The instructor may set multiple sets of assignments and distribute them among batches of
students.
It is appreciated if the assignments are based on real world problems/applications. Encourage stu-
dents for appropriate use of Hungarian notation, proper indentation and comments. Use of open
source software is to be encouraged. In addition to these, instructors may assign one real life ap-
plication in the form of a mini-project based on the concepts learned. Instructors may also set one
assignment or mini-project that is suitable to respective branch beyond the scope of the syllabus.

Operating System: Latest 64-bit Version and update of Microsoft Windows 7/ Windows 8 Operating
System onwards or 64-bit Open source Linux or its derivative.
Programming Tools: Preferably using Linux equivalent or MASM 64x or equivalent, Microsoft Visual
Studio x64 Intrinsic
Guidelines for Practical Examination
Both internal and external examiners should jointly set problem statements. During practical assess-
ment, the expert evaluator should give the maximum weightage to the satisfactory implementation
of the problem statement. The supplementary and relevant questions may be asked at the time of
evaluation to test the student’s for advanced learning, understanding of the fundamentals, effective
and efficient implementation. So encouraging efforts, transparent evaluation and fair approach of
the evaluator will not create any uncertainty or doubt in the minds of the students. So adhering to
these principles will consummate our team efforts to the promising start of the student’s academics.

Suggested List of Assignment (Any NINE)

1 Write an X86/64 ALP to accept five 64 bit Hexadecimal numbers from user and store them
in an array and display the accepted numbers.
2 Write an X86/64 ALP to accept a string and to display its length.
3 Write an X86/64 ALP to count number of positive and negative numbers from the array.
4 Write X86/64 ALP to perform non-overlapped block transfer without string specific
instructions. Block containing data can be defined in the data segment.
5 Write X86/64 ALP to perform overlapped block transfer with string specific instructions
Block containing data can be defined in the data segment
6 Write X86/64 ALP to perform multiplication of two 8-bit hexadecimal numbers. Use
successive addition method only.
7 Write an X86/64 ALP to find the largest of given Byte/Word/Dword/64-bit numbers.
8 Write a switch case driven X86/64 ALP to perform 64-bit hexadecimal arithmetic
operations (+,-,*, /) using suitable macros. Define procedure for each operation
9 Write X86/64 ALP to convert 4-digit Hex number into its equivalent BCD number
10 Write X86/64 ALP to convert 5- digit BCD number into its equivalent HEX number.

63
 Suggested List of Assignment (Any NINE)
11 Study of Motherboard. Motherboards are complex. Break them down, component by
component, and Understand how they work. Choosing a motherboard is a hugely
important part of building a PC. Study- Block diagram, Processor Socket, Expansion Slots,
SATA, RAM, Form Factor, BIOS, Internal Connectors, External Ports, Peripherals and Data
Transfer, Display, Audio, Networking, Overclocking, and Cooling. 4.
https://www.intel.in/content/www/in/en/support/articles/000006014/boards-
andkits/desktop-boards.html

Learning Resources
 
Text Books: 

1. Douglas Hall, “Microprocessors & Interfacing”, McGraw Hill, Revised 2 Edition,

2. A. Ray, K.Bhurchandi, ”Advanced Microprocessors and peripherals: Arch, Programming & In-
terfacing”Tata McGraw Hill,2004 ISBN 0-07-463841

64
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
MDM-231-COM: Internet of Things
,
Teaching /scheme Credits Examination Scheme
Theory : 02 Hours/Week 02 CCE : 30 Marks
End-Semester: 70 Marks
Prerequisite Courses, if any :

1. Digital Electronics and Logic Design

Course Objectives: The course aims to:

1. To study the fundamentals about IoT

2. To acquire knowledge of sensor, actuators

3. To understand about IoT Access technologies and understand application protocols for IoT

4. To comprehend cloud and services in the field of IoT

5. To develop various application in IoT

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Understand fundamental and ecosystem of IoT.

• CO2: Interface different sensors and actuators with IoT development boards.

• CO3: Illustrate different layers of IoT protocols.

• CO4: Use of cloud and its services.

• CO5:Apply and develop domain specific IoT applications.

 
 Course Contents 
Unit I - Introduction to IoT ( 06 Hours )

What is Internet of Things: Definition & Characteristics of IoT, Evolution of IoT, Convergence of
IoT, IoT Challenges, M2M Communication, Things in IoT, IoT Protocols, Functional blocks of IoT
Ecosystem, Communication Models, Communication APIs, IoT enabled Technologies: Wireless Sen-
sor Network, Cloud Computing, Big Data Analytics, Embedded Systems, IoT enabled Applications.
Case Study: Home Automation
Unit II - Introduction to Sensors, Actuator ( 06 Hours )

Sensors/Transducers – Definition, Principles, Classifications, Types, Characteristics and Specifica-

tions,
Actuators -– Definition, Principles, Classifications, Types, Characteristics and Specifications
IoT Development Boards: Arduino IDE and Board Types, Raspberry Pi, NodeMCU, ESP 32, Beagle-
bone

65
Case Study : Interfacing Sensors
Unit III - Protocols for IoT (06 Hours)

IoT Access Technologies: Physical and MAC layers, IEEE 802.15.4, 802.11ah and Lora WAN, Network
Layer- IP versions 4 & 6 ,6LoWPAN, IoT Application Layer Protocols – CoAP and MQTT, Transport
Protocols - Zigbee, Bluetooth, BLE, ZWave
Case study: MQTT
Unit IV -Cloud for IoT (06 Hours)

Fundamentals of Cloud Computing, Types of Cloud services- AWS, Azure, Adafruit, IoT with Cloud,
Challenges faced in cloud services, selection of cloud for IoT applications
Case study : How to use Adafruit cloud
Unit V -IoT Applications (06 Hours)

Smart Cities – Smart Parking, Smart Lighting, Smart Roads, Structural Health Monitoring, Surveil-
lance
Energy – Smart Grids, Renewable Energy Systems, Prognostics
Environment – Weather Monitoring, Air Pollution Monitoring, Noise Pollution Monitoring, Forest Fire
Detection, River Floods Detection
Agriculture – Smart Irrigation, GreenHouse Control
Industry – Machine Diagnostics & Prognosis, Indoor Air Quality Monitoring
Health & Lifestyle – Health & Fitness Monitoring, Wearable Electronics
Case study: IoT Analytics: Thingspeak
Learning Resources
 
Text Books: 

1. David Hanes, Gonzalo Salgueiro, Patrick Grossetete, Rob Barton, Jerome Henry, “IoT Funda-
mentals – Networking Technologies, Protocols, and Use Cases for the Internet of Things”, 1st
Edition, Published by Pearson Education, Inc, publishing as Cisco Press, 2017.

2. Hakima Chaouchi, “The Internet of Things - Connecting Objects to the Web”, 1st Edition, Wiley,
2010.

3. Arshdeep Bahga, Vijay Madisetti, “Internet of Things – Hands-On Approach”, 2nd Edition, Uni-
versities Press, 2016.

4. Perry Lea, “Internet of things For Architects”, 1st Edition, Packt Publication, 2018

5. Simone Cirani, Gianluigi Ferrari, Marco Picone, Luca Veltri, “Internet of Things:Architectures,
Protocols and Standards”, Wiley
 
Reference Books: 

1. Raj Kamal, Internet of Things: Architecture and Design Principles, McGraw Hill Education, 1st
Edition, 2017

66
 2. Adrian McEwen & Hakim Cassimally, “Designing the Internet of Things”, 1st Edition, Wiley,
2014.

3. David Hanes, Gonzalo Salgueiro, IoT Fundamentals Networking Technologies, Protocols and
Use Cases for Internet of Things, Cisco Press, 1st Edition, 2017.

4. Donald Norris, “Raspberry Pi – Projects for the Evil Genius”, 2nd Edition, McGraw Hill, 2014.
 
MOOC / NPTEL/YouTube Links: - 

1. https://onlinecourses.nptel.ac.in/noc22_cs53/preview
 
E-Books 

1. https://pg.its.edu.in/sites/default/files/KCA043%20Internet%20of%20things%20IoT%20by%20Raj%

2. https://aitskadapa.ac.in/e-books/CSE/IOT/Internet%20of%20Things_%20Architectures,%20Protocol

3. https://jcer.in/jcer-docs/E-Learning/Digital%20Library%20/E-Books/Internet-of-things-a-hands-
on-approach-%20Arshadeep.pdf

67
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
VSE-270-COM: Web Development
,
Teaching /scheme Credits Examination Scheme
Practical : 04 Hours/Week 02 Term Work : 25 Marks
Practical : 25 Marks
Course Objectives: The course aims to:

1. Understand Internet basics, including protocols, client-server architecture, and network security
essentials.

2. Develop structured web pages using HTML, CSS, and Bootstrap for responsive front-end design.

3. Implement interactivity with JavaScript and DOM manipulation techniques.

4. Build dynamic web applications using PHP for back-end logic and server-side processing.

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Explain the fundamentals of Internet architecture, protocols, and client-server interac-
tions.

• CO2: Design responsive web pages using HTML, CSS, and Bootstrap frameworks

• CO3: Apply JavaScript and DOM to create dynamic and interactive web content

• CO4: Develop server-side functionality using PHP for dynamic content generation and form
handling
 
 Course Contents 
Unit I - Introduction to Internet and Web Development ( 05 Hours )

Introduction to Internet Basics: Protocols, Servers and Clients, Functions of server and client, web
Development
Case Study: Users (students) act as clients accessing the system through HTTP.
Unit II - Hyper Text Markup Language ( 05 Hours )

Static & dynamic web Application, HTML: Fundamentals/ Basic HTML, Text formatting on Web
Pages, Incorporate images, Creating hyperlinks, complex image maps, tables and nested tables, In-
serting web page, Setting & modifying field properties.
Case Study : Create a feedback form using HTML <form>, <input>, <textarea>, <select>, and
<button>.
Unit III - Cascading Style Sheet (CSS) (05Hours)

CSS: Introduction, types of CSS: Internal, External & inline, Designing with Style Sheets, Style Sheet
Syntax, ID, types of Selectors. Bootstrap: Overview, Bootstrap Works, Component.
Case study: Style the feedback form using internal or external CSS.

68
Unit IV - JavaScript- (05 Hours)

Javascript & DoM: Introduction to JavaScript, Variables and Objects, Decision Making Statement,
Loops, Arrays, Functions & Prototypes, Core JavaScript Objects, DOM Introduction, DOM Structure.
Case study : Show a popup (alert) for confirmation using JavaScript.
Unit V - Back End Technologies - (05 Hours)

PHP: Introduction, PHP Document, Language Fundamentals, Decision Making Statement, Loops,
Statements, Operators, PHP functions, Arrays & Functions, String Functions.
Case study: Print submitted data back as confirmation or save to a .txt or database (optional).
Practical Assignments

Week Topics to be covered

1 Create a simple HTML page displaying personal details using text formatting tags.
2 Design a web page that includes an image, hyperlink, and a nested table.
3 Create a form with fields: name, email, gender, date of birth, and submit button.
4 Apply internal, external, and inline CSS to style a web page with headings and tables.
5 Develop a responsive web page using Bootstrap Grid and Components.
6 Write a JavaScript program to validate form inputs (e.g., email, empty fields).
7 Create a web page that uses JavaScript to display dynamic content using DOM.
8 Write a JavaScript program for a simple calculator using functions and switch-case.
9 Design a PHP script to display "Welcome" message and current date & time.
10 Write a PHP program to accept form input and display it using the POST method.
11 Implement a PHP program for string manipulation (e.g., reverse, length, substring).
12 Create a PHP script to store and display values in an array.

69
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
AEC-281- COM: Modern Indian Language (Marathi)
,
Teaching /scheme Credits Examination Scheme
Tutorial : 01 Hour/Week 01 Term Work : 50 Marks
Practical : 02 Hours/Week 01
Course Objectives: The course aims to:

 
 Course Contents 
Unit I & II (07 Hours & 08 Hours)

Case Study:
Unit III & IV (07 Hours & 08 Hours)

Learning Resources
 
Text Books: 

70
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
AEC-281- COM: Modern Indian Language (Hindi)
,
Teaching /scheme Credits Examination Scheme
Tutorial : 01 Hour/Week 01 Term Work : 25 Marks
Practical : 02 Hours/Week 01
Course Objectives: The course aims to:

 
 Course Contents 
Unit I & II (07 Hours & 08 Hours)

Case Study:
Unit III & IV (07 Hours & 08 Hours)

Learning Resources
 
Text Books: 

71
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
EEM-241-COMP: Engineering Product Design
,
Teaching /scheme Credits Examination Scheme
Tutorial : 01 Hour/Week 01 Term Work : 25 Marks
Practical : 02 Hours/Week 01
Course Objectives: The course aims to:

1. Apply and learn about the product design life cycle, giving particular attention to market de-
mand and user needs.

2. Promote innovative thinking and ideation to address practical issues with a product-focused
strategy.

3. Use both digital and physical tools to create low- to high-fidelity prototypes.

4. Incorporate multidisciplinary knowledge into product design, such as accessibility, ethics, cost-
effectiveness, and sustainability.

5. Collaborate in groups to jointly create and showcase product concepts with functional models
and supporting documentation.

Course Outcomes: Upon successful completion of this course, students will be able to:

• CO1: Use the design thinking technique to identify and characterize user-centric problems and
generate innovative product concepts.

• CO2: Create and present working prototypes while taking accessibility, sustainability, and
usability into account.

• CO3: Collaborate in groups to properly study, evaluate, and communicate the entire product
design process in order to document and present it.
 
 Course Contents 
Guidelines for Instructor’s Manual
The instructor’s manual/Lab Manual is to be developed as a hands-on resource and reference.
The instructor’s manual need to include prologue (about University/program/ institute/ depart-
ment/foreword/ preface), curriculum of course, conduction and Assessment guidelines, topics un-
der consideration-concept, objectives, outcomes, set of typical applications/assignments/guidelines,
references.
Guidelines for Student’s Laboratory Journal

The laboratory assignments are to be submitted by student in the form of journal. Journal con-
sists of prologue, Certificate, table of contents, and handwritten write-up of each assignment (Title,
Objectives, Problem Statement, Outcomes, software and Hardware requirements, Date of Comple-
tion, Assessment grade/marks and assessor’s sign, Theory Concept in brief, algorithm, flowchart, test
cases, Test Data Set(if applicable), mathematical model (if applicable), conclusion/analysis. Program
codes with sample output of all performed assignments are to be submitted as softcopy.
As a conscious effort and little contribution towards Green IT and environment awareness, attaching
printed papers as part of write-ups and program listing to journal may be avoided. Students programs
maintained on cloud or college server by Laboratory In-charge is highly encouraged. For reference
one or two journals may be maintained with program prints at Laboratory for accreditation purpose.
Guidelines for Laboratory/Term Work Assessment

72
 Continuous assessment of laboratory work should be done based on overall performance and Labora-
tory assignments performance of student. Each Laboratory assignment assessment should be assigned
grade/marks based on parameters with appropriate weightage. Suggested parameters for overall as-
sessment as well as each Laboratory assignment assessment include timely completion performance,
innovation, efficient codes, punctuality and neatness.
Suggested List of Assignment (Any SIX)
1 Ideation and Problem Identification: Identify a real-world problem in the domains of
healthcare, agriculture, education, or urban living that can be addressed through a
technological product. Tools: Mira, Figma, or Canva
2 User-Centred Design and Wireframing: Develop wireframes for a mobile or web
application focusing on user experience and interface design. Tools: Figma, Adobe XD
3 Rapid Prototyping with IoT Integration: Create a functional prototype of a smart device
(e.g., smart irrigation system, health monitoring wearable) integrating sensors and
microcontrollers. Tools: Arduino, Raspberry Pi, Tinkercad
4 Design for Sustainability: Redesign an existing electronic product to enhance its
sustainability by focusing on energy efficiency, recyclability, and minimal environmental
impact. Tools: AutoCAD, SolidWorks, or Fusion 360
5 Human-Computer Interaction (HCI) Evaluation: Conduct usability testing on a software
application to assess its user-friendliness and accessibility. Tools: UsabilityHub, Google
Forms, or Hotjar
6 Value Engineering and Cost Analysis: Analyze the cost components of a tech product and
propose design modifications to reduce costs without compromising quality. Tools: Excel,
Costimator, or custom spreadsheets
7 Inclusive Design Challenge: Design a product interface that is accessible to users with
disabilities, ensuring compliance with accessibility standards. Tools: WAVE, Axe, or
Lighthouse
8 Ethical and Legal Aspects in Product Design: Understand and evaluate the ethical, legal,
and societal implications of a tech-based product. Tools: Word processors, Canva for
presentations
Learning Resources
 
Text Books: 
1. Dr. M. A. Bulsara, Dr. H. R. Thakkar, Charotar Publishing House Pvt. Ltd., 2nd Edition 2015
(Revised & Enlarged) ISBN : 9789385039140
2. Product Design for Engineers by Devdas Shetty, Cengage Publishing, ISBN: 9788131533031
3. Product Design and Development, Karl T. Ulrich, Steven D. Eppinger, McGraw-Hill Education,
ISBN:9-78-1259060380
4. The Design of Everyday Things, Don Norman, Basic Books, ISBN:9780465050659
5. Design Thinking for Strategic Innovation, Idris Mootee, Wiley, ISBN: 9781118620120
 
Reference Books: 
1. Change by Design, Tim Brown (IDEO), HarperBusiness, ISBN: 9780061766084
2. Engineering Design: A Project-Based Introduction, Clive Dym, Patrick Little, Wiley, ISBN: 97811183245
3. Creative Confidence: Unleashing the Creative Potential Within Us All, Tom Kelley, David Kelley,
Crown Business, ISBN:9780385349369
 
NPTEL Online Courses: 

73
 1. Product Design and Manufacturing, [NPTEL Link](https://onlinecourses.nptel.ac.in/noc21_me66/prev
Prof. J. Ramkumar, Prof. Amandeep Singh, IIT Kanpur

2. Design Thinking - A Primer, [NPTEL Link](https://onlinecourses.nptel.ac.in/noc22_mg32/preview),

Prof. Ashwin Mahalingam, Prof. Bala Ramadurai, IIT Madras

3. Human-Computer Interaction, [NPTEL Link](https://onlinecourses.nptel.ac.in/noc25_cs38/preview),

Prof. Rajiv Ratn Shah, IIIT Delhi

4. Product Design & Innovation, [NPTEL Link](https://onlinecourses.nptel.ac.in/noc21_de01/preview),

Prof. Supradip Das, Prof. Swati Pal, Prof. Debayan Dhar, IIT Guwahati
 
Online Resources: 

1. [IDEO.org Design Kit](https://www.designkit.org/), Design Thinking tutorials, Empathy, Ideation,

Prototyping

2. [Interaction Design Foundation](https://www.interaction-design.org/), HCI & UX Design Learn-

ing, Assignments on usability and evaluation

3. [TinkerCAD](https://www.tinkercad.com/), Online prototyping and circuit simulation, Proto-

typing with Arduino, IoT,

4. [Figma](https://www.figma.com/), Wireframing & UI Design, Assignments on user-centered

design

5. [MIT D-Lab](https://d-lab.mit.edu/), Sustainable design & inclusive innovation, Assignments

on design for sustainability and inclusion

6. [Canva](https://www.canva.com/), Design mockups and visuals, Sketches and presentation of

product ideas

74
 Savitribai Phule Pune University
Second Year of Computer Engineering and Computer Science and Engineering (2024 Course)
VEC-251- COM - Environmental Studies
,
Teaching /scheme Credits Examination Scheme
Theory : 02 Hours/Week 02 CCE : 15 Marks
End-Sem Examination : 35 Marks
Course Objectives: The course aims to:
1. To introduce the multidisciplinary nature and scope of environmental studies.

2. To understand ecosystem structures, biodiversity, and ecological balance through hands-on ob-
servation and documentation.

3. To examine the use and impact of natural resources on environmental sustainability.

4. To explore biodiversity conservation practices and develop eco-sensitive thinking through field-
based inquiry.

Course Outcomes: Upon successful completion of this course, students will be able to:
• CO1. Illustrate the interdependence of ecosystems through activity-based exploration

• CO2. Analyze the role of natural resources in sustainable development using real-world data.

• CO3. Investigate biodiversity threats and conservation strategies through surveys and projects

• CO4. Create awareness tools or reports promoting sustainability based on their findings.
 
 Course Contents 
Unit I - Environment and its issues (07 Hours)
a) Environment Meaning of Environment, Types of Environment, Components of Environment,
b) Man- Environment relationship, importance of environment,
c) Need for Public Awareness
d) Ecosystem-Meaning, Major Components of Ecosystem
e) Case studies of Forest Ecosystem, Grassland Ecosystem, Desert Ecosystem, Aquatic Ecosystem
f) Stability of Ecosystem in Sustainable Environment
Unit III - Environment Pollution (07 Hours)
a) Definition of Pollution, Types of Pollution
b) Air Pollution-Meaning, Sources, effects of air pollution, Air Pollution Act
c) Water Pollution Meaning, Sources, Effects of Water pollution, Water Pollution Act
d) Noise Pollution Meaning, Sources, Effect of Noise Pollution
e) Solid Waste Pollution Meaning, sources, Effect of Waste Pollution
Unit III - E-Waste Managements and Acts (08 Hours)

E- waste; composition and generation. Global context in e- waste; E-waste pollutants, E waste haz-
ardous properties, Effects of pollutant (E- waste) on human health and surrounding environment,
domestic e-waste disposal, Basic principles of E waste management, Technologies for recovery of
resources from electronic waste, resource recovery potential of e-waste, steps in recycling and re-
covery of materials-mechanical processing, technologies for recovery of materials, occupational and
environmental health perspectives of recycling e-waste in India.
Unit IV - E-waste Control and measures
Need for stringent health safeguards and environmental protection laws in India, Extended Produc-
ers Responsibility (EPR), Import of e-waste permissions, Producer-Public-Government cooperation,

75
Administrative Controls & Engineering controls, monitoring of compliance of Rules, Effective regula-
tory mechanism strengthened by manpower and technical expertise, Reduction of waste at source
Practical Assignments

Week Topic to be covered

1 Introduction : Group discussion and poster making on "Why Environmental Studies
Matter for Technologists"
2 Eco Mapping: Identify and document elements of an ecosystem within the college campus
3 Model the Food Web: Create food chains and food webs using flowcharts (digital tools
like Canva / Lucid chart)
4 Case Study Review: Present real-world examples of forest, grassland, and aquatic
ecosystems
5 Soil and Water Testing Activity: Test soil pH, water quality (use school-level kits), and
interpret results
6 Field Visit / Virtual Tour: Document deforestation or mining impact in a chosen region;
students prepare a comparative report
7 Water Audit Exercise: Estimate water usage at home/hostel and identify areas of overuse;
propose conservation measures
8 Renewable Energy Models: Create a simple model or PPT on any renewable energy
source (e.g., solar cooker, wind energy demo)
9 Biodiversity Documentation: Survey nearby areas for plant/animal species; identify any
endemic/endangered species
10 Conservation Proposal Pitch: In groups, students prepare a mini proposal for biodiversity
conservation at local level
11 Group Project Work: Work on mini project report/documentation on any
ecosystem/natural resource/e-waste management topics
12 Presentation & Viva: Final presentation and oral examination based on project work and
learning portfolio

Learning Resources
 
Text Books: 

1. Odum, Eugene P. “Fundamentals of Ecology”

2. R. Rajagopalan, “Environmental Studies – From Crisis to Cure”, Oxford

3. Johri R., E-waste: implications, regulations, and management in India and current global best
practices, TERI Press, New Delhi
 
Reference Books: 

1. Erach Bharucha, “Textbook of Environmental Studies”, UGC

2. Anubha Kaushik and C.P. Kaushik, “Environmental Studies”, New Age International
 
E-Books Links: - 

1. https://www.environment.gov.in

2. https://www.unep.org

3. https://news.mit.edu/2013/ewaste-mit

76
 Savitribai Phule Pune University, Pune
Maharashtra, India

Task Force for Curriculum Design and Development

Programme Coordinator

Dr. Dipak Patil - Member, Board of Studies - Computer Engineering

Team Members for Course Design

Data Structure
Dr. Neeta Deshpande GES, R.H. Sapat College of Engg, MS&R Nashik
Dr. Dipalee D Rane D.Y. Patil College Of Engineering Akurdi Pune
Dr. Vaishali Tidake MVPS’s K. B. T. College of Engineering, Nashik
Dr. Chandrakant Kokane Nutan Maharashtra Institute of Engineering and Technology, Pune
Dr. Suvarna Patil, D.Y.Patil Institute of Engineering, M&R Akurdi, Pune
Mrs . Megha Pati GES, R.H. Sapat College of Engg, MS&R Nashik
Dr. Dinesh Hanchate Datta kala group of Institutions, Bhigwan, Pune

Object Oriented Programming and Computer Graphics

Dr. Prashant M Yawalkar MET’s Institute of Engineering, Nashik
Dr. Amit Kadam Anantrao Pawar College of Engineering and Research, Pune
Dr. Vaishali Tidake NDMVP’s KBT College of Engineering, Nashik
Prof Kanchan Pekhale MET’s Institute of Engineering, Nashik
Dr. G. D. Puri Amrutvahini College of Engineering, Sangamner
Dr. Dipannita Mondal Dr. DYP College of Engineering and Innovation Talegaon, Pune
Dr. Archana Panhalkar Amrutvahini College of Engineering, Sangamner
Prof Shubhangi Said Jaihind College of Engineering, Kuran

Operating System
Dr. Shweta Koparde DIP Pimpri Pune
Dr. Poonam Railkar SKN COE , Pune
Dr. Meghana Lokhande PCCOE Pune
Mr. Prakash Kshirsagar I2IT Pune
Mr. Sharad Adsure IP Pimpri Pune
Mrs. Rupali Shewale KBTCOE,Nashik

Discrete Mathematics
Dr. Archana Suhas Vaidya GES’s R H Sapat COEMSR, Nashik
Dr. Pranali More APCOER, Parvati , Pune
Mr. Amol J Shakadwipi SNJB’s K.B. Jain College of Engineering, Chandwad
Ms. Sheetal Wagh Matoshree COE, Nashik
Mr. Swapnil V. Ghorpade Weoto Technologies Private Limited
 Database Management System
Dr. Sharmila Kishor Wagh MES Wadia College of Engineering, Pune
Dr. Sharayu Lokhande Army Institute of Technology, Pune
Prof. Ratnakar Jagale R H Sapat College of Engineering, Management Studies and
Research
Prof. Sagar Shinde MES Wadia College of Engineering, Pune
Prof. Manoj Kharde Pravara Rural Engineering College, Loni
Mr. Bhushan Pawar Nagarro Enterprise Private Limited, Pune

Financial Accounting and Financial Management

Prof. Rahul Paikrao Amrutvahini College of Engineering, Sangamner
Dr. D. V. Patil GES’s R H Sapat COEMSR, Nashik
Dr. Vinodkumar Pathade Amrutvahini College of Engineering, Sangamner

Computer Organization & Microprocessor and Digital Electronics & Logic Design
Dr. D.V. Patil R.H. Sapat College of Engineering, Management Studies & Research
Dr. Swati Bhawsar Matoshri College of Engineering, Nashik
Prof. S.A. Shinde R.H. Sapat College of Engineering, Management Studies & Research
Dr. Uday Patkar Bharati Vidyapeeth College of Engineering Lavale, Pune
Prof. R.B. Mandlik MET Institute of Engineering, Nashik
Dr. Shanti Kumaraguru DY Patil COE, Akurdi

Microprocessor Laboratory
Dr. Chhaya Gosavi MKSSS Cummins College of Engineering for Women
Prof. Geeta M Kodabagi Ajeenkya DY Patil school of engineering Lohegaon Pune
Prof. Jitendra Garud Dr. D.Y. Patil Institute of Engineering, Management and Research
Ms. Shreeya Palkar PES Moze Coellege of Engineering
Prof. Prasad B. Jare S B Patil College of Engineering, Indapur
Dr. Javed Shaikh Captal Numbers Infotech Pvt Ltd

Digital Finance
Dr. Girish Potdar Pune Institute of Computer Technology, Pune
Prof. Prasad A Lahare College of Engineering & SS Dhamankar Institute of Management
Dr.Minakshi P Atre PVG’S College Of Engineering and Technology Pune
Prof.Vikram K Abhang Amrutvahini College of Engineering, Sangamner
Prof. Satyajit S Nimbalkar SVPM’s College of Engineering in Malegaon, Baramati
Dr. Deepankar Roy National Institute of Bank Management, Pune

Digital Marketing
Dr D B Kshirsagar Sanjivani College of Engineering, Kopargaon
Dr. Shyam Ghodake Sanjivani MBA
Dr. Amol Admuthe RIT, Sakharale
Dr. R. S. Tambe, DVVPCOE, Ahmednagar

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 Entrepreneurship Development
Dr. Kalpana Metre ITMBU, Vadodara, Gujrat
Prof. Nilesh Bhojane Sinhgad College of Engineering ,Pune
Prof. Ravindra P Aher Karmaveer Adv. BG Thakare College of Engineering, Nasik
Prof. Shubham D Shelke Samarth College of Engineering and Management, Belhe
Prof. Pankaj B Devre MIT Academy of Engineering ,Alandi, Pune
Prof. Sachin Bhanwase ShivMani InfoTech Pvt.Ltd.,Pune

Web Development
Dr. Mininath Bendre Pravara Rural Engineering College Loni
Mr. Swapnil V. Ghorpade Weoto Technologies Pvt. Ltd Nasik
Mrs. Megha A. Patil R.H. Sapat College of Engineering, Management Studies & Research
Mrs. Shweta Borase R.H. Sapat College of Engineering, Management Studies & Research

Engineering Product Design

Mr. Nilesh V. Alone GES’s R H Sapat COEMSR, Nashik
Dr. D. V. Patil GES’s R H Sapat COEMSR, Nashik
Mr. Swapnil Ghorpade Weoto Technologies Pvt. Ltd., Nashik
Mr. Gaurav B. Bhamare Weoto Technologies Pvt. Ltd., Nashik
Dr. Shyam B. Deshmukh Pune Institute of Computer Technology, Pune

Chairman

Dr. Nilesh Uke - Board of Studies Computer Engineering

Savitribai Phule Pune University, Pune

Dean

Dr. Pramod Patil - Dean – Science and Technology

Savitribai Phule Pune University, Pune

***

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