M

INDEX
Sl. No Subject code Subject Page No
1 Institute and Department Vision & mission, PEOs, POs and PSOs 1
IV SEM
2 15MAT41 Engineering Mathematics – IV 3
3 15EC42 Microprocessor 35
4 15EC43 Control Systems 53

15EC44 Signals & Systems
5 72
15EC45 Principles of Communication Systems
6 91
15EC46 Linear Integrated Circuits
7 107
15ECL47
8 Microprocessors Lab 129
9 15ECL48 LIC and Communication Lab 131
Page 1
Institute Vision and Mission
Vision:
To emerge as a widely acknowledged centre in technical education and research to cater the
needs of society with a futuristic outlook.
Mission:
 To enrich students with the essence of science and engineering knowledge, professional
ethics and social values.
 To instill creativity and research temperament to reach the greater heights of professional
success.
Department Vision and Mission

Vision:
To be a centre for excellence in technical education and research in the field of electronics
and communication to meet ever-changing needs of the society.
Mission:
To enhance and promote the potential of a student by providing technical education, training
and professional ethics in tune with their professional success, leading to innovation and
entrepreneurship.
Programme Educational Objectives (PEOs)

I. To train students for employment and entrepreneurship .
II. To motivate students for higher studies.
III. To inspire students for R&D activities to meet societal needs.
Program outcomes (POs)

a. An ability to apply knowledge of mathematics, science, and engineering.
b. An ability to design and conduct experiments, as well as to analyze and interpret data.
c. An ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability.
d. An ability to function on multidisciplinary teams.
e. An ability to identify, formulate and solve engineering problems.
f. An understanding of professional and ethical responsibility.
g. An ability to communicate effectively.
h. The broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental and societal context.
i. A recognition of the need for, and an ability to engage in life-long learning.
j. A knowledge of contemporary issues in Electronics & Communication engineering.
k. An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
l. An ability to understand project management and finance.
Program Specific Outcomes (PSOs)

ECE graduates will be able to:
1. Analyse and design analog and digital circuits or systems for a given specification and
function.
2. Implement functional blocks of hardware- software code designs for signal processing,
communication, VLSI and embedded systems applications.
Page 2
ENGINEERING MATHEMATICS – IV
Semester: IV Year: 2016-17

(Even Semester)
Subject Code: 15MAT41 IA Marks: 20
Total Contact Hours: 50 hrs Hours per week: 4
VTU Exam Marks: 80 Exam: 3 Hours
1. Course Details
1.1 Syllabus
MODULE Levels No. of
hrs
MODULE-I L2 & 10
Numerical Methods:Numerical solution of ordinary L3
differentialequations of first order and first degree, Taylor’s
seriesmethod, modified Euler’s method, Runge - Kutta method of
fourthorder.
Milne’s and Adams-Bashforth predictor and corrector methods(No
derivations of formulae).
MODULE-II L2 & 10
Numerical Methods:Numerical solution of second order L3
ordinarydifferential equations, Runge-Kutta method andMilne’s method.
Special Functions: Series solution-Frobenious method. Series solutionof
Bessel’s differential equation leading to 𝐽𝑛(𝑥)-Bessel’s function of first
kind. Basic properties, recurrence relations and Orthogonality.
Seriessolution of Legendre’s differential equation leading to 𝑃𝑛(𝑥)-
LegendrePolynomials. Rodrigue’s formula, problems
MODULE-III L2 & 10
Complex Variables: Review of a function of a complex variable, limits, L3
continuity and differentiability. Analytic functions,Cauchy-Riemann
equations in Cartesian and polar forms. Properties and construction of
analytic functions. Complex line integrals-Cauchy’s theorem and Cauchy’s
integral formula, Residue, poles, Cauchy’s Residue theorem (without proof)
and problems. L4
Transformations: Conformal transformations, discussion
1
oftransformationsW = Z 2 , W = ez , W = z + (z) (𝑧 ≠ 0)and
bilineartransformations-Problems
MODULE-IV L3 10
Probability Distributions: Random variables(discrete and continuous),
Probabilitymass/density functions. Binomial distribution, Poisson
distribution, Exponential and normaldistributions, Problems.
Joint probability distribution: Joint Probability distribution for two
discrete randomvariables, expectation, covariance, correlation
coefficient.
Page 3
MODULE-V L3 & 10
Sampling Theory: Sampling, Sampling distributions, standard error,test L4
of hypothesis for means and proportions, confidence limits formeans,
student’s t-distribution, Chi-square distribution as a test ofgoodness of
fit.
Stochastic process: Stochastic process, probability vector, stochastic
matrices, fixed points, regular stochastic matrices, Markov chains,
higher transition probability simple problems.
Question paper pattern:

The question paper will have ten full questions carrying equal marks.
Each full question consisting of 16 marks.
There will be two full questions (with a maximum of four sub questions) 
from each module.
Each full question will have sub question covering all the topics under a module.
The students will have to answer five full questions, selecting one full question from 
each module.
Graduate Attributes (as per NBA)
1. Engineering Knowledge
2. Problem Analysis
3. Life-Long Learning
4. Accomplishment of Complex Problems
Text Books:
1. B.S. Grewal: Higher Engineering Mathematics, Khanna Publishers, 43rd Ed., 2015.
2. E. Kreyszig: Advanced Engineering Mathematics, John Wiley & Sons, 10th Ed., 2015.
Reference books:
1. N.P.Bali and Manish Goyal: A Text Book of Engineering Mathematics, Laxmi
Publishers,7th Ed., 2010.
B.V.Ramana: "Higher Engineering Mathematics" Tata McGraw-Hill, 2006.
H. K. Dass and Er. RajnishVerma: "Higher Engineering Mathematics", S. Chandpublishing,
1st
edition,2011.
We links and Video Lectures:
1. http://nptel.ac.in/courses.php?disciplineID=111
2. http://wwww.khanacademy.org/
3. http://www.class-central.com/subject/math
Page 4
1.2. Prerequisites of the course:
To learn this subject, the student must have the knowledge about differentiation
integration, set theory, permutation & combination and probability.
1.3. Overview of the course:

The primary goal of this course is to highlight the essential concepts of i) numerical
methods ii) complex variables iii)series solutions of differential equations iv) probability
Many differential equations of interest to engineers are not amenable to analytical solutions
and hence we must resort to numerical solutions. Also the rapid development of high speed
digital computers and the
Increasing desire for numerical answers to applied problems has led to the enhanced demands
in the methods and techniques of numerical analysis.
Complex variables are useful in the study of fluid mechanics, thermodynamics, electric
fields, aerodynamics, elasticity etc. Conformal mapping, which preserves angles in
magnitude and sense, is useful in solving boundary value problems in two dimensional
potential theory by transforming a complicated region to a simpler region.
The solutions to differential equations with variable co-efficient cannot be expressed as finite
linear combination of known elementary functions, however in such cases solutions can be
obtained in the form of infinite power series. In series solutions of differential equations with
variable co-efficients we use power series method.
Probability is the measure of how frequently the same event occurs in an experiment. The
study of probability provides a mathematical frame work to asses the chances of the
predictions coming true and is essential in every decision making process.
Probability distribution is the theoretical counter part of frequency distribution, and plays an
important role in the theoretical study of populations. Ex: The shoes industry should know
the sizes of foot of the population.Sampling aims at gathering the maximum information
about the population with the minimum effort, time and cost.
Stochastic process:Stochastic process technique, probability vector, stochastic matrices, fixed
points,regular stochastic matrices, Markov chains, higher transition probability
1.4. Relevance of the course to this program:
Numerical Methods:
Numerical techniques are applicable for determining the motion of a body falling through a
viscous fluid arising in a wide variety of engineering contexts.
Complex variables:
In the theory of alternating current, the application of complex impedance involves functions
having complex numbers as independent variables. The theory of complex variables has
made a significant contribution in the design of aerofoil sections for aircraft and other lifting
bodies. The strength of the theory in such applications is its ability to generate mappings
which transforms complicated shapes, such as an aerofoil section into a simpler shape.
Page 5
1.5. Course Outcomes:
 Use appropriate single step and multi-step numerical methods to solve first and second
order ordinary differential equations arising in flow data design problems.
2. Explain the idea of analyticity, potential field’s residues and poles of complexpotentials
in field theory and Electromagnetic theory.
3. Employ Bessel's functions and Legendre's polynomials for tackling problems arising in
continuum mechanics, hydrodynamics and heat conduction.
4. Describe random variables and probability distributions using rigorous statistical
methodsto analyze problems associated with optimization of digital circuits, information,
codingtheory and stability analysis of systems.
5. Apply the knowledge of joint probability distributions and Markov chains in attempting
engineering problems for feasible random events
Complex Integration:
To express a complex function as a Taylor’s series is applicable in the field of Control and
communications theory
Series Solution of ordinary differential equations and special functions :
Heat equation, wave equation and Laplace’s equation with cylindrical symmetry can be
solved in terms of Bessel’s functions, with spherical symmetry by Legendre’s polynomials.
Probability distributions:
Probability distributions are applicable for problems concerning i) Radar detection ii)
Number of rounds fired from a gun hitting a target. iii) Defective vehicles in a workshop.
iv) Telephone calls. v) Errors made by chance in experimental measurements. vi)
Reliability and queuing theory.
Joint Probability:Problemsin Economics, Biology or social science needs statistical method

analyzing two or more variables in such cases the concept of joint probability required.
Sampling:
It is quite often necessary to draw some valid conclusions concerning a large mass of
population which is practically impossible and therefore it is preferred to examine a small
part of the population called Sample with the motive of drawing some conclusion about the
entire population.
Stochastic Process:Stochastic process can be used to analyzeand solve diver’s range of

problems arising in production and inventory control, resource planning, service systems
computer networks and many others.
Page 6
2. Module wise plan:
Module - 1 Title : Numerical Methods Planned Hours: 08
Learning Objectives: At the end of this chapter student should be able to
1. Recallthe various formulae

2. Applythe appropriate formulas to solve the differential equations with initial conditions.
3. Interpret the one step methods to solve the differential equations with one initial condition and
using successive integrations.
4. Interpretthe multistep methods to solve the differential equations with more than one initial
condition.
5.Apply Milne’s and Adams-Bashforth’s methods to solve the differential equations with one
initial condition after using one step method to get the required number of initial conditions.
6. Evaluate the predicted value of y at xn+1 and then correct it using the corrector formula.
Lesson Plan:
Teachin PSO POs COs Ref

Lectur Book/
Topics covered g s Attaine Attaine
e no. Chapter
Method d d
no.
L1 Numerical solution of ordinary
differential equations of first order
and first degree. Examples on
Taylor’s series method
L2 Some more examples on
Taylor’s series method
Euler’s formula & Modified
L3
Euler’s formula- examples Chalk 1 1, 2, 4, 1 T1/32,
Some more examples on and 5, 11 T2/21
L4
Modified Euler’s method Board
Runge-Kutta method of fourth
L5
order-examples
Milne’s predictor and corrector
L6
method-examples
Some more examples on Milne’s
L7
method
Adams-Bashforth predictor and
L8
corrector method-examples
Page 7
COs
Questions Bank Attained
1. Using Taylor’s series method, compute the solution of:
dy
a)  x  y , y(0) = 1 at the point x = 0.2 correct to three decimal
dx
places.
dy
b)  x  y 2 , y(0) = 1 at the point x = 0.1
dx
dy
c) the initial value problem  2 y  3e x , y(0)=0, at x = 0.1 and x = 0.2
dx
d) dy  ( xy 1)dx , y = 2 at x =1 at the point x = 1.02
e) y   x  y in the range 0  x  0.2 by taking step size h= 0.1 ,given
2
that
y = 10 at x = 0, initially considering terms up to the fourth degree.
dy
f)  x 2  y 2 , y(0) = 0 at the point x = 0.4 correct to three decimal
dx 1
places.
g)
2. Using Euler’s modified method, obtain a solution of the equation
dy
a)  x y , with initial conditions y =1 at x = 0 , for the range
dx
0<x<0.6
in steps of 0.2.
dy
b)   xy 2 y = 2 at x = 0 Obtain ‘y’ at x = 0.2 in two stages of 0.1
dx
each.
dy
c)  x  y2 , y(0) = 1 taking h = 0.1, find y(0.2) correct to four
dx
decimal
places
d)
dy
dx

 log 10 xy , with y(20) = 5 ,taking h = 0.2. Find y(20.2) and y(20.4)
dy
e)  x 2  y , y(0) = 1 taking h = 0.05, find y(0.1) considering the
dx
accuracy
up to two approximations in each step.
3. Employ Runge-Kutta method of fourth order to solve the equation

dy y
a)  3x  , y(0) = 1 at x = 0.2 taking step length h = 0.2.
dx 2
dy
b) 10  x 2  y 2 , and y(0)=1 , compute y(0.2) (Take h=0.2)
dx
Page 8
dy yx
c)  y(0)=1 , compute y(0.2) (Take h=0.2)
dx yx
d) x  y 
dy
 1 y(0.4) = 1 at x = 0.5
dx
4. Using Milne’s method and Adams–Bashforth’s predictor- corrector method,

solve
dy
a) Given  x  y 2 and the data X: 0 0.2 0.4 0.6
dx
Find y(0.8) Y: 0 0.02 0.0795 0.1762
dy y
b) Given that  x2  , and
dx 2
y(1)=2,
y(1.1)=2.2156, y(1.2)=2.4649 and
y(1.3)=2.7514. compute y(1.4) ,correct to three decimal places.
dy
c) Given  2e x  y and the X: 0 0.1 0.2 0.3
dx
data Y: 2 2.010 2.040 2.090 1
Find y(0.4)
dy
d) Given that  x  y 2 & the data.
dx
Compute y(0.4)
dy
e) Given  x 2  y , y(0)  1 and the starting values y(0.1) = 0.90516,
dx
Y (0.2)=0.82127, y(0.3) = 0.74918 evaluate y(0.4).
X: 0 0.1 0.2 0.3
Y: 1 1.1 1.231 1.402
Module - 2 Title : Numerical Methods Planned Hours: 12
1. Recall the various formulae

2. Apply the appropriate formulas to solve the second order ordinary differential equations
with initial conditions.
3. Solve the Bessel differential equation in series, Recurrence relations
4. Solve the Legendre differential equation in series.
5. Apply Rodrigue’s formula to evaluate Legendre polynomials.
Page 9
Lesson Plan:
Teachi PSOs POs COs Ref
Lecture ng attaine attaine Book/

Topics covered Metho d d Chapt
no.
d er no.
L09 Numerical solution of second

order ordinary Differential 1
equations- Runge-Kutta method-
examples
L10 Milne’s method- Examples
L11 Series solution –Frobenious method
L12 Series solution of Bessel
differential equation leading to Chalk 1 1, 2, 4, T1/3
𝐽𝑛 (𝑥)-Bessel’s function of first kind
and 5, 11 2T2/
L13 Basic properties, and examples
Board 21,5
L14 Some more Examples
L15 Recurrence relations.
L16 Orthogonality
L17 Series solution of Legendre
Differential equation leading to
𝑃𝑛 (𝑥)
L18 Legendre polynomials
L19 Examples
L20 Rodrigue’s formula
Questions Bank COs

Attained
1. Using Runge-Kutta method find third approximation to the values

a) y″ = xy′ 2 – y2 for x = 0.2 correct to four decimal places. Initial
conditions are
x = 0, y = 1, y’ = 0
d2y dy
b) 2
 x3  x3 y , given y(0) = 1 , y′ (0) = ½
dx dx
1
d2y dy dy
c) 2
 x  y given that y = 1,  0 when x = 0
dx dx dx
2
d2y  dy  dy
d)  x   y 2 given that y = 1,  0 when x = 0
 dx 
2
dx dx
2. The angular displacement of θ of a simple pendulum is given by the

equation
d g
2
 sin   0 , where l = 98 cm and g = 980 cm/sec2, if θ = 0
dt 2 l
Page 10
d
and  4.472 at t = 0, use Runge-Kutta method to find θ.
dt
1
3. Given y″ + xy′ + y = 0, y(0) = 1 , y′(0) = 0, obtain y for x = 0(0.1)0.3 by
any
method. Further, continue the solution by Milne’s method to calculate y(0.4).
4. Applying Milne’s method compute 𝑦(0.8) given that y satisfies the
equation
𝑦 ′′ = 2𝑦𝑦 ′ and 𝑦& 𝑦 ′ are governed by the fallowing values
𝑥 0 0.2 0.4 0.6
𝑦 0 0.2027 0.4228 0.6841
𝑦′ 1 1.041 1.179 1.468
5. Apply Milne’s method to compute y (0.4) given the equation 𝑦 ′′ +
𝑦 ′ = 2𝑒 𝑥
And the following table of initial values.
𝑥 0 0.1 0.2 0.3
3
𝑦 2 2.01 2.04 2.09
𝑦′ 0 0.2 0.4 0.6
6. Use Frobenius method to solve the equations

a) 3xy″ + 2y′ + y = 0 b)4xy″ + 2(1-x)y′ - y = 0
7. Solve Bessel’s differential equation leading to Jn(x).
8. Prove
d [ x n J n ( x)] d [ x  n J n ( x)]
a)  x n J n 1 ( x) b)   x n J n 1 ( x)
dx dx
2 2
c) J 1 ( x)  sin x d) J  1 ( x)  cos x
2 x 2 x
9. Prove 2𝑛𝐽𝑛 (𝑥) = 𝑥[𝐽𝑛+1 (𝑥) + 𝐽𝑛−1 (𝑥)] 3
𝑑
10. Prove 𝑑𝑥
[𝑥 𝑛 𝐽𝑛 (𝑥)] = 𝑥 𝑛 𝐽𝑛−1 (𝑥)
1

0 
11. Prove that  xJ (x)J n ( x)dx   1 where  ,  are
 2 J n 1 ( )   

n 2
0
the roots of
J n ( x)  0
12. Solve the Legendre’s differential equation
2
d y dy
(1  x 2 ) 2
 2 x  n(n  1) y  0
dx dx
13. Prove the Rodrigue’s Formula Pn(x) =

1 dn
n
2 n! dx n

x2 1
n

Page 11
14.Express the following polynomials in terms of Legendre polynomials
a ) f(x) = 5x3 + x b) f(x) = 4x3 – 2x2 - 3x +
8
c ) f(x) = 2x3 – x2 - 3x + 2 d ) f(x) = x 4 + 3x3 – x2 +
5x – 2
e ) f(x) = x3 + 2x2 - 4x + 5 f ) f(x) = x 3 – 5x2 + 6x +
1
g ) f(x) = x3 + 2x2 - x + 3 h ) f(x) = x4 + x3 + 2x2 – x – 3
Page 12
Module: 3 Title : Complex variables Planned Hours: 12
1. Identify the analytic functions

2. Apply the C-R equations to show the complex functions are analytic.
3. Recall the properties of analytic functions.
4. Construct the analytic functions given real or imaginary part using Milne Thompson
method
5. Evaluate Complex Line Integrals by using Cauchy’s theorem and formula

6. Study of Residue, Poles, Cauchy’ Residue Theorem
7. Interpret the conformal mapping from z-plane to w-plane under some standard
transformation
8. Find the Bilinear transformation and the corresponding invariant points
Lesson plan:
Teachin PSO POs COs Ref

Lect
g s attained attained Book/
ure Topics covered
Method Chapte
no.
r No.
Introduction to function of a
L21 complex
variable.Limit,continuity,differentia
bility and analytic function
L22 Cauchy-Riemann equations in
Cartesian form and polar form
L23 Properties of analytic functions and
construction of analytic function
T1/2
f(z) given its real or imaginary parts Chalk 1, 2, 4, 2
L24 Line integral of Complex valued and 1 5, 11 0T2/
functions, Examples Board
Cauchy’s theorem and related 13,14
L25
examples. ,16,1
Cauchy’s integral formula and
Generalized 7
L26
Cauchy’s integral formula -
examples
Residues, Poles, Cauchy’s Residue
L27
theorem with proof and problem
L28 Problems.
Discuss the conformal
L29 transformation w = z2, ,w = ez-
examples
Page 13
Discuss the transformation 𝑤 =
L30 1
𝑧 + 𝑧 Examples
L31 Bilinear transformations
L32 Problems
Questions Bank COs

Attained
1. Derive Cauchy – Riemann equations in Cartesian form and Polar form.
2. Define harmonic function. Prove that real and imaginary parts of an
analytic function are harmonic in Cartesian and polar form
3. Show that the following functions are harmonic and find their harmonic
conjugate. Also find the corresponding analytic function
2 cos 𝑥𝑐𝑜𝑠ℎ𝑦
a) 𝑢 = 𝑒 2𝑥 (𝑥𝑐𝑜𝑠𝑦 − 𝑦𝑠𝑖𝑛2𝑦) b) 𝑢 = 𝑐𝑜𝑠2𝑥+𝑐𝑜𝑠ℎ2𝑦
2
1 −𝑠𝑖𝑛𝜃
c) 𝑣 = (𝑟 − 𝑟
) 𝑠𝑖𝑛𝜃 d) 𝑣= 𝑟
1
e) 𝑣 = 𝑒 −𝑥 (𝑥𝑐𝑜𝑠𝑦 + 𝑦𝑠𝑖𝑛𝑦) f) 𝑢 = 𝑟 𝑐𝑜𝑠𝜃
g) 𝑣 = −𝑠𝑖𝑛𝑥𝑠𝑖𝑛ℎ𝑦 h) 𝑢 = 𝑒 𝑥 cosy + 𝑥𝑦
𝑣 = 𝑒 −2𝑦 𝑠𝑖𝑛𝑥
i) j) 𝑢 = (𝑥 − 1)3 −
3𝑥𝑦 + 3𝑦 2
2
4.Construct analytic function f(z) = u + iv as a function of z using the

following data
𝑐𝑜𝑠𝑥+𝑠𝑖𝑛𝑥−𝑒 −𝑦 𝜋
a) 𝑢 − 𝑣 = 𝑒 𝑥 (𝑐𝑜𝑠𝑦 − 𝑠𝑖𝑛𝑦) b) 𝑢 − 𝑣 = 2𝑐𝑜𝑠𝑥−𝑒 𝑦 −𝑒 −𝑦
when 𝑓 ( 2 ) = 0
2𝑠𝑖𝑛2𝑥
c) 𝑢 − 𝑣 = (𝑥 − 𝑦)(𝑥 2 + 4𝑥𝑦 + 𝑦 2 ) d) 𝑢 + 𝑣 =
𝑒 2𝑦 −𝑒 −2𝑦 −2𝑐𝑜𝑠2𝑥
1
e) 𝑢 + 𝑣 = 𝑟2 (𝑐𝑜𝑠2𝜃 − 𝑠𝑖𝑛2𝜃)
5.If f(z) = u + iv is an analytic function of z,then prove that

𝜕2 𝜕2 2 𝜕 2 𝜕 2
a) [𝜕𝑥2 + 𝜕𝑦2 ] |𝑓(𝑧)|2 = 4|𝑓 ′ (𝑧)| b) {𝜕𝑥 |𝑓(𝑧)|} + {𝜕𝑦 |𝑓(𝑧)|} =
2
|𝑓 ′ (𝑧)|
𝜕𝑓 2 𝜕𝑓 2 𝜕𝑓 2 𝜕𝑓 2 2
c) (𝜕𝑥) + (𝜕𝑦) = [(𝜕𝑢) + (𝜕𝑣 ) ] |𝑓 ′ (𝑧)| .
6. Show that𝑣 = 𝑐𝑜𝑠𝑥𝑠𝑖𝑛ℎ𝑦 is harmonic and find its harmonic conjugate.

7. Find the harmonic conjugate of 𝑣 = 𝑙𝑜𝑔√𝑥 + 𝑦 and find its analytic
function.
8. Evaluate ∫𝐶 𝑧 dz where c is the i)straight line from i to i. ii)right half of the unit
circle lzl = 1
2+3𝑖
9. Evaluate ∫1−𝑖 (𝑧 2 + 𝑧)𝑑𝑧 along the line joining the points ( 1, -1 ) & (
2,3 )
Page 14
𝑑𝑧
10. Prove that ∫𝐶 = 2i , where C is the circle: z – a = r.
𝑧−𝑎
2
11.Prove that ∫𝐶 (𝑧 − 𝑎)𝑛 𝑑𝑧 = 0 , (n, any integer ≠ -1),
where C is the circle :z – a = r.

2+𝑖
12. Evaluate ∫1−𝑖 (2𝑥 + 𝑖𝑦 + 1)𝑑𝑧 along the two paths
a) x = t + 1 , y = 2t 2 – 1 b) the straight line joining (1 - i ) & (2 + i)

13. Verify Cauchy’s theorem for f(z) = z2taken over the boundary of a square
with vertices at  1,  i in counter clockwise direction.
14. Verify Cauchy’s theorem for the function f(z) = 3z2 + iz – 4 , where c
is the
Square havingvertices 1i,-1i.
15. Verify Cauchy’s theorem for the function f(z) = ze−zover the unit circle
with
Origin as the centre.
16. Verify Cauchy’s theorem for the integral of z3 taken over the boundary of
the
Rectangle with vertices -1, 1, 1 + i , -1 + i .
𝑒 2𝑧
17. Evaluate ∫𝐶 𝑑𝑧 where C is the circle C: z = 1.
𝑧−2
2
𝑧 +1
18. Evaluate ∫𝐶 𝑧−3 𝑑𝑧 where C is the circle C : z -1= 1
19. Verify Cauchy’s theorem for the function f(z) = 2 sin 5z , where c is the
Square with vertices 1i,-1i.
𝑧 2 −𝑧+1
20. Evaluate ∫𝐶 𝑧−1
𝑑𝑧 where C is the circle a) C : z = 1 b) C :
1
z =
2
𝑒𝑧
21. Evaluate ∫𝐶 𝑧(1−𝑧)3
where C is
1 1
a) C : z = b) C : z -1 = c) C
2 2
: z = 2
𝑑𝑧
22. Evaluate ∫𝐶 𝑧2 −4 over a) C : z = 1 b) C: z = 3 c)
C:z + 2 = 1
𝑒𝑧
23. Evaluate ∫𝐶 𝑧−𝑖
𝑑𝑧 where C is the circle a) C : z = 2 b) C : z =

2
𝑒 2𝑧
24.Evaluate ∫𝐶 (𝑧−1)(𝑧−2)
𝑑𝑧 where C is the circle z = 3
Page 15
𝑠𝑖𝑛z2 +𝑐𝑜𝑠z2
25. Evaluate∫𝐶 (𝑧−1)2 (𝑧−2)
𝑑𝑧 where C is the circle z = 3.
26.If 𝑓(𝑧) has a simple pole at 𝑧 = 𝑎,then 𝑅𝑒𝑠𝑓(𝑎) = lim [(𝑧 − 𝑎)𝑓(𝑧)]
𝑧→𝑎
27.Find the sum of the residues of 2
𝑠𝑖𝑛𝑧
𝑓(𝑧) = 𝑎𝑡𝑖𝑡𝑠𝑝𝑜𝑙𝑒𝑠𝑖𝑛𝑠𝑖𝑑𝑒𝑡ℎ𝑒𝑐𝑖𝑟𝑐𝑙𝑒|𝑧| = 2
𝑧𝑐𝑜𝑠𝑧
2
28.Determine the poles of the function 𝑓(𝑧) = 𝑧 ⁄(𝑧
− 1)2 (𝑧 + 2)
And the residue at each pole. Hence evaluate
∮ 𝑓(𝑧)𝑑𝑧, 𝑤ℎ𝑒𝑟𝑒𝐶𝑖𝑠𝑡ℎ𝑒𝑐𝑖𝑟𝑐𝑙𝑒 |𝑧| = 2.5
𝑧−3
29.Evaluate∮ 2 𝑑𝑧where C is the circle
𝑧 +2𝑧+5
i)|𝑧| = 1 ii)|𝑧 + 1 − 𝑖| = 2 iii)|𝑧 + 1 + 𝑖| = 2
𝑠𝑖𝑛𝜋𝑧 2 +𝑐𝑜𝑠𝜋𝑧 2
30.Evaluate∮ (𝑧−1)2 (𝑧−2)
𝑑𝑧where C is the circle |𝑧| = 3
31.Find the transformation of the straight lines parallel to the axes under the
Transformation w = z2.
32.Show that the transformation w = z2 transforms
a) The circle |𝑧| = 𝑎 to a circle |𝑤| = 𝑎2
b) The first quadrant in the z-plane to the upper half of the w-plane
c) The upper half of the z-plane to the entire w-plane.
33. Under the transformation w = z2,find
a) The image of the square region bounded by the lines x = 1,x = 2, y =
1,
y = 2.
b) The image of the triangular region bounded by the lines x = 1, y = 1 ,
x + y = 1.
c) The image of the region bounded by ½  x  1 and ½  y  1.
34. Show that the transformation w = ez transforms lines parallel to the
a) y axis into concentric circles centered at the origin in the w- plane.
b) x axis into radial lines in the w-plane .
35.Show that under the transformation w = ez
a) y axis is mapped onto the unit circle at the origin in the w-plane.
b) x axis is mapped onto the positive u-axis in the w-plane .
36. Find & draw the image of the rectangular region -1  x  3, - y  in
the z-plane
Page 16
under the transformation w = ez
37.Find the images of the circles lzl = 1 and lzl = 2 under the conformal
transformation
1
w = z + and sketch the region.
z
38.Discuss the transformation w = ez and show that it transforms the region
between
the real axis and the line parallel to the real axis at y = , into the upper half
the
w-Plane.
39.Define bilinear transformation. Find the Bilinear transformation which
maps the given
points and the corresponding invariant points.
a) z = 1, i, -1 into w = i, 0, -i b) z = -1,0,1 into w = 0,
i, 3i
c) z = 1, i, -1 into w = 0, 1,  d) z = 0,-i ,2i into w = 5i, ∞, -i/3
e) z = 0,-1,  into w = -1,-2-i , i f) z = 2,1,0 into w = 1, 0,
i,
g) z = -1,i,1 into w = 1, i, -1 h) z = 1, i, -1 into w =
2,i,-2
i) z = i,1, -1 into w = 1, 0, ∞, j) z = 0, i, ∞ into w = 1, -i, -1
Module - 4 Title Probability Distributions Planned Hours: 09
1. Identify Random variables, Discrete and continuous probability distributions.

2. Apply the concept based on pdf & cdf and evaluate various problems based
on it.
3. Interpret mean, variance in Binomial, Poisson, Normal distributions, classify
and evaluate and make certain judgments.
Lesson Plan:
Teaching PSOs POs COs Ref

Method attained attaine
Book/
Lecture d
Topics covered
no. Chapte
r no.
L33 Random variables, Discrete Chalk 1, 2, 4, 5, 4 T1/26,
and continuous and 11 T2/22
Page 17
probabilitymass/density Board
functions
L34 Examples on Probability
functions.
L35 Binomial distributions,
mean and variance and
examples
L36 Poisson distributions, 1
examples
L37 Exponential distributions,
examples
L38 Normal distributions, mean
and variance and examples
L39 Joint probability
distribution for two discrete
random variables,
examples.
L40 Expectation, covariance,
correlation coefficient.
L41 Examples
Questions Bank COs

Attaine
d
1. A random variable ‘x’ has the following function values of ‘x’
x 0 1 2 3 4 5 6 7
y 0 k 2k 2k 3k k2 2k2 7k2 + 7
a) Find k b) Evaluate P(x < 6) c) Evaluate P(x  6) d) P

(3< x  6)
4
2. A coin is tossed twice. A random variable X represents the number of
heads
turning up. Find the discrete probability distribution for X. Also find its
mean and
variance.
3. Find the value of ‘k’ such that the following represents a finite
probability distribution. Hence find its mean and standard deviation.
x -3 -2 -1 0 1 2 3
Page 18
y k 2k 3k 4k 3k 2k k
4. Prove that the mean & S. D of the Binomial distribution are np & npq
respectively
5. Prove that the mean & S.D of the Poisson distribution are m & m
respectively.
6. Six coins are tossed. Find the probability of getting
a) Exactly 3 heads b) At least 3 heads c) At least one
head
7. A travel agency has 2 cars which it hires daily. The number of
demands for a car
on each day is distributed as a Poisson variate with mean 1.5. Find the
probability
that on a particular day a) there was no demand b) a demand is
refused.
8. In a consignment of electric lamps 5% are defective. If a random
sample of 8
lamps is inspected, what is the probability that one or more lamps are
defective?
9. The probability of a shooter hitting a target is1/3. How many times he
should
shoot so that the probability of hitting the target at least once is more than
¾.
10. Show that mean & standard deviation of exponential distribution are
equal.
11. Find the mean & standard deviation of normal distribution.
12. The length of telephone conversation has been an exponential
distribution
& foundon an average to be 5 minutes. Find the probability that a random
call
made fromthis bootha) ends in less than 5 minutes b) between 5 &
10minutes.
13. The probability that a man aged 60 will live up to 70 is 0.65.Out of 10 4
persons
aged 60, what is the probability that a) at least 7 of them will live up to
70
b) exactly 9 will live up to 70 c) at most 9 will live up to 70.
14. In a quiz contest of answering ‘Yes’ or ‘No’ ,what is the probability
of guessing
at least 6 answers correctly out of 10 questions asked? Also find the
Page 19
probability
of the same if there are 4 options for a correct answer.
15. The probability that a news reader commits no mistake in reading the
news is1/e3.
Find the probability that on a particular news broadcast he
commits
i)only 2 mistakes ii) more than 3 mistakes iii)at most 3 mistakes.
16. If the probability of a bad reaction from a certain injection is 0.001,
determine 5
the chance that out of 2000 individuals, more than two will get a bad
reaction.
17. The marks of 1000 students in an examination follows a normal

distribution
with mean 70 & standard deviation 5. Find the number of students whose
marks
will be
a) less than 65 b) more than 75
18. In an examination 7% of students score less than 35%, marks &
89% of
students score less than 63% marks. Find the mean & standard deviation if
the
marks are normally distributed.
19. In a normal distribution 31% ofthe items are under 45 and 8% are
over 64. find
the mean and standard deviation of the distribution.
20. The increase in sales per day in a shop is exponentially distributed with
Rs.800 as the average. If sales tax is levied at the rate of 6%, find the
probability that the increase in sales tax return from that shop will
exceed Rs.30 per day.
21. The joint distribution of two random variables X and Y is as follows.

y
-4 2 7
x
1 1/8 1/4 1/8
5 1/4 1/8 1/8
Compute the following.
(a) 𝐸(𝑋)𝑎𝑛𝑑𝐸(𝑌)(𝑏)𝐸(𝑋𝑌)(𝑐)𝜎𝑋 𝑎𝑛𝑑𝜎𝑌 (𝑑)𝐶𝑂𝑉(𝑋, 𝑌)(𝑒)𝜌(𝑋, 𝑌)
22. X and Y are independent random variables. X take values 2, 5, 7 with

probability
1/2, 1/4, 1/4, respectively. Y takes values 3, 4, 5 with the probability 1/3,
1/3, 1/3
Page 20
(a) Find the joint probability distribution of X and Y.
c) Show that the covariance of X and Y is equal to zero.
23. Find the joint distribution of X and Y, which are independent random
variables with the
following respective distributions;
𝑥𝑖 : 1 2 And 𝑦𝑖 : -2 5 8
𝑓(𝑥𝑖 ): 0.7 0.3 𝑔(𝑦𝑖 ): 0.3 0.5 0.2
Show that Cov(𝑋, 𝑌) = 0.
24. Determine (a) marginal distributions of 𝑋 and 𝑌 (b) Cov(𝑋, 𝑌), for the
following joint
distribution. Determine whether 𝑋 and 𝑌 are independent.
𝑌𝑋 -3 2 4
1 0.1 0.2 0.2
3 0.3 0.1 0.1
25. A fair coin is tossed three times. Let 𝑋 denote 0 to 1 according as a head or tail
occurs on
the first toss. Let 𝑌 denote the number of heads which occur.
(a) Find the marginal distribution of 𝑋 and 𝑌,
(b) Determine the joint distribution of 𝑋 and 𝑌 and Cov(𝑋, 𝑌).
MODULE:5 Title:SAMPLING THEORY & Planned Hours: 09

STOCHASTIC PROCESS
1. Outline the process of sampling made in daily life.

2. Distinguish between standard error, null and alternate hypothesis and Type I,II
errors.
3. Classify and calculate the above said errors and apply known procedure to solve
problems.
4. Interpret level of significance for means.
5. Interpret and explain confidence limits for means of large and small samples.
6. Apply known technique and solve the examples.
7. Interpret and evaluate scientific hypotheses
8. Outline the random process that undergoes transitions from one state to another
on a state space.
Page 21
Lesson Plan:
Ref
PSOs
Book/
Lecture Teaching POs COs
Topics covered
no. Method attained attained Chapter
no.
L42 Introduction to sampling
and sampling distribution
and simple examples
L43 Standard error, test of
hypothesis for mean and 4
proportions and examples
L44 Confidence limits for means
of large and small samples.
L45 Student’s t-distribution with Chalk 1 1, 2, 4, T1/27,
examples. and 5, 11 T2/23
L46 Chi-square distribution as Board
test of goodness of fit.
L47 Introduction to Stochastic
process. 5
L48 Probability vector,
stochastic matrices.
L49 Fixed points, regular
stochastic matrices.
L50 Markov chains, higher
transition probability.
COs
Questions Bank Attaine
d
1. Explain the following terms a) Null hypothesis b) Confidence
limits c) Type I
& Type II errors d) students’‘t’ distribution. e) level of significance.
2. A die was thrown 9000 times & a throw of 5 or 6 was obtained 3240
times, on
the assumption of random throwing, do the data indicate that the die is 4
unbiased.
3. A random sample of 400 items chosen from an infinite population is

found to have
a mean of 82 and a standard deviation of 18. Find the 95% confidence
limits for the
mean of the population from which the sample is drawn.
Page 22
4. In a city ‘A’ 20 % of a random sample of 900 school boys had a
certain
Slight Physical defect. In another city ‘B’ 18.5% of a random sample
of 1600
school boys had the same defect. Is the difference between the
proportions 4
significant?
4. One type of aircraft is found to develop engine trouble in 5 flights out

of total of
100 & another type in7 flights out of a total200 flights. Is there a
significant difference in the two types of aircrafts so for as engine
defects are concerned?
6. A survey was conducted in a slum locality of 2000 families by selecting

a sample of size 800. It was revealed that 180 families were
illiterates. Find the probable limits of the illiterate families in the
population of 2000.
7. In an examination given to students at a large number of different

schools the
mean grade was 74.5 & S.D grade was 8. At one particular school
where 200
students took the examination the mean grade 75.9. Discuss the
significance of
this result from the view point of a) one tailed test b) two tailed test
at both 5 %
& 1% level of significance.
8. Random sample of 1000 engineering students from a city A and 800

from city B
were taken. It was found that 400 students in each of the sample
were from
payment quota. Does the data reveal the significant difference
between the two
cities in respect of payment quota students.
9. A sample of 400 items is taken from a normal population whose

mean is 4 &
variance 4. If the sample mean is 4.45, Can the samples be regarded as
a simple
sample .
Page 23
10. The mean of two large samples of 1000 & 2000 members are
168.75 cms and
170 cms respectively. Can the samples be regarded as drawn from
the same
population of standard deviation of 6.25 cms
11. Balls are drawn from a bag containing equal number of black & white
balls , each 4
ball being replaced before drawing another . In 2250 drawings
1018 black &
1232 white balls have been drawn. Do you suspect some bias on the
part of the
drawer?
12. A coin is tossed 400 times and it turns up head 216 times. Discuss
whether the coin
may be an unbiased one at 5% level of significance.
13. It is required to test whether the proportion of smokers among students

is less than
that among the lectures. Among 60 randomly picked students, 2 were
smokers.
Among 17 randomly picked lectures, 5 were smokers. What would be
your
conclusion?
14. From a random sample of 10 pigs fed on diet A, The increase in

weight in the
certain period were 10, 6,16,17,13,12,8,14,15,9 lbs. For another
sample of 12 pigs
fed on diet B, the increase in the same period were
7,13,22,15,12,14,18,8,21,23,10,17 lbs. Test whether diets A & B differ
significantly as regards their effect on increase in weight.(Given t 0.05
for 20 d.f = 2.09)
15. A group of 10 boys fed on a diet A and another group of 8 boys fed on
a different
diet B for a period of 6 months recorded the following increases in
weights (lbs)
Diet A : 5, 6, 8, 1, 12, 4, 3, 9, 6, 10
Diet B : 2, 3, 6, 8, 10, 1, 2, 8
Test weather diet A and B differ significantly regarding their effect on
increases in
weight.
16. A group of boys and girls are given an intelligence test. The mean
Page 24
score, S.D score
and numbers in each group are as follows.
Boys Girls
Mean 124 121

4
SD 12 10
n 18 14
Is the mean score of boys significantly different from that of girls?

(Given t 0.05 for 30 d.f = 1.960)
17. Eleven school boys were given a test in drawing. They were given a
months further
tuition and a second test of equal difficulty was held at the end of it.
Do the marks
give evidence that the students have benefitted by extra coaching?
Boys 1 2 3 4 5 6 7 8 9 10 11
Marks Test I 23 20 19 21 18 20 18 17 23 16 19
Marks Test II 24 19 22 18 20 22 20 20 23 20 17
18. The nine items of a sample have the following values:

45,47,50,52,48,47,49,53,51
Does the mean of these differ significantly from the assumed mean of
47.5. Apply
student’s t- distribution at 5% l.o.s.(t 0.05 for 8 d.f = 2.31)
19. A certain stimulus administrated to each of the 12 patients

result at in
the following change in blood pressure, 5,2,8,-1,3,0,6,-2,1,5,0,4. Can
it be
concluded that the stimulus will increase blood pressure. Use t 0.05 for 11
d.f = 2.201
20. A set of five similar coins is tossed 320 times and the result is
Test the hypothesis that the data follows a Binomial distribution.
(x 20.05 ,at d.f 5 = 11.07.)
Page 25
No of heads 0 1 2 3 4 5
Frequency 6 27 72 112 71 32
5
21. Fit a binomial distribution to the data and test for goodness of fit at
the level of
significance 0.05
x 0 1 2 3 4 5
f(x) 38 144 342 287 164 25
22. Fit a poission distribution to the data and test for goodness of fit at 5
the level of
Significance x 0 1 2 3 4 0.05
f(x) 419 352 154 56 19
23. A die is thrown 60 times and the frequency distribution for the number
appearing
on the face x is given by the following table. Test the hypothesis that
the die is
unbiased.
x 1 2 3 4 5 6
f(x) 15 6 4 7 11 17
24. In an experiment on pea breeding , the following frequencies of seeds

were
obtained. Theory predicts that the frequencies should be in proportion 9
: 3: 3: 1
Examine the correspondence between theory and experiment.
(x 20.05 ,at d.f 3= 7.815)
Round wrinkled Round wrinkled total

and and and and
yellow yellow green green
315 101 108 32 556
a1 a2 
25. Define probability vector .If A = 
b2 
is a stochastic matrix and
b1
Page 26
V = v1 v2  is a probability vector show that VA is also a probability
vector.
26. Define stochastic matrix. Find the unique fixed probability vector of
the regular 5
34 1
 4
Stochastic matrix A = 
1 
 12 2
27. Define regular stochastic matrix. Find the unique fixed probability
vector of the
 12 1
4
1
4
regular stochastic matrix P =  1 2 0 1

2


 0 1 0 
0 1 0
28. Show that P = 0 0 1 is a regular stochastic matrix. Also find

 1 2 1
2 0
the associate
unique fixed probability vector.
29. Prove that the Markov chain whose transition probability matrix is
0 2
3
2

3
P =  1 2 0 1
2

 is irreducible.
 1 2 1
2 0 
30. Assume that a computer system is in one of the three states :busy, idle
or
undergoing repair denoted by states 0,1,2 . Observing its state at a certain
specified
time on each day, it is found that the system approximately behaves like a
Markov
0.6 0.2 0.2

chain with the transition probability matrix  0.1 0.8 0.1 .
0.6 0 0.4
Prove that the chain is irreducible and determine the study state
probabilities.
31. A software engineer goes to his office everyday by motorbike or by
car. He never
goes by bike on two consecutive days. But if he goes by car on a day then
he is
equally likely to go by car or by bike on the next day. Find the transition
probability matrix of the Markov chain. If a car is used on the first day of
Page 27
the week
find the prob that after 4 days
a) Bike is used b) Car is used
32. Each year a man trades his car for a new car in 3 brands of the popular
company
Maruti Udyog limited. If he has a ‘standard’ he trades it for ‘zen’. If he has
a ‘zen’
he trades it for a‘Esteem’. If he has a ‘Esteem’ he is just as likely to trade it
for a
new ‘Esteem’ or for a‘Zen’ or a ‘standard’ one. In 1996 he bought his first
car
which was Esteem. Find the probability that he has a) 1998 Esteem b)
1999 Zen
33. A salesman’s territory consists of 3 cities A,B,C. He never sells in the

same city
for 2 consecutive days. If he sells in city A then the next day he sells in
next city
B. However if he sells in either B or C, then the next day he is twice as
likely to
sell in city A as in the other city. In the long run how often does he sell in
each of
the cities.
34. Define i) probability vector ii) stochastic matrix iii) regular
stochastic
matrix iv) absorbing state of a Markov chain v) recurrent state of a
Markov
chain . vi) transient state of a Markov chain
35. A students study habits are as follows .If he studies one night he is
70%sure not to
study the next night. On the other hand if he does not study one night he is
60%sure not to study the next night also. Supposing that he studies on
Monday
night, find the probability that he does not study on Friday night.
3.Portion for I.A. Test:

I. A. Test No. Modules
I 1 and first half of 2
II Second half of 2 and 3
III 4 and first half of 5
Page 28
4. List of Program Outcomes:
1. An ability to apply knowledge of mathematics, science, and engineering.
2. An ability to design and conduct experiments, as well as to analyze and interpret data.
3. An ability to design a system, component, or process to meet desired needs within

realistic constraints such as economic, environmental, social, political, ethical, health
and safety, manufacturability and sustainability.
4. An ability to function on multidisciplinary teams.
5. An ability to identify, formulate, and solve engineering problems.
6. An understanding of professional and ethical responsibility
7. An ability to communicate effectively (Oral)
8. An ability to communicate effectively (Written)
9. The broad education necessary to understand the impact of engineering solutions in a

global, economic, environmental and societal context.
10. A recognition of the need for, and an ability to engage in life-long learning.
11. A knowledge of contemporary issues.
Page 29
5. Assignments
COs
Assignment Questions Attaine
d
Module- 1
1. Using Taylor’s series method, compute the solution of:

dy
a)  x  y , y(0) = 1 at the point x = 0.2 correct to three
dx 1
decimal places.
dy
b)  2 y  3e x , y(0)=0, at x = 0.1 and x = 0.2
dx
2. Using Euler’s modified method, obtain a solution of the equation
dy
a)  x y , with initial conditions y =1 at x = 0, for the
dx
range 0<x<0.6 in steps of 0.2.
dy
b)   xy 2 y = 2 at x = 0 Obtain ‘y’ at x = 0.2 in two stages of
dx
0.1 each.
3. Employ Runge-Kutta method of fourth order to solve the equation
dy yx
a)  y(0)=1 , compute y(0.2) (Take h=0.2)
dx yx
dy y
b)  3x  , y(0) = 1 at x = 0.2 taking step length h =
dx 2
0.2.
4. Using Milne’s method and Adams–Bashforth’s predictor-
corrector method, solve
dy
a) Given  x  y 2 and the data Find y(0.8)
dx
X: 0 0.2 0.4 0.6
Y: 0 0.02 0.0795 0.1762
dy
b) Given  x 2  y , y(0)  1 and the starting values y(0.1)
dx
= 0.90516,
y(0.2)=0.82127, y(0.3) = 0.74918 evaluate y(0.4)
Module 2
1. Using Runge-Kutta method find third approximation to the 1

values
d2y dy
a) 2
 x3  x3 y , given y(0) = 1 , y′ (0) = ½
dx dx
Page 30
2
d2y  dy  dy
b)  x   y 2 , given that y = 1,  0 when x =
 dx 
2
dx dx
0
2. Applying Milne’s method

a) Compute 𝑦(0.8) given that y satisfies the equation 𝑦 ′′ = 2𝑦𝑦 ′
and 𝑦& 𝑦 ′ are governed by the following values
𝑥 0 0.2 0.4 0.6
𝑦 0 0.2027 0.4228 0.6841
𝑦′ 1 1.041 1.179 1.468
b) Compute y (0.4) given the equation 𝑦 ′′ + 𝑦 ′ = 2𝑒 𝑥 , and the

following table of initial values.
𝑥 0 0.1 0.2 0.3
3
𝑦 2 2.01 2.04 2.09
𝑦′ 0 0.2 0.4 0.6
2
3. Show that J 1 ( x)  sin x
2 x
1

0 
4. Prove that  xJ (x)J n ( x)dx   1 where
 2 J n 1 ( )   

n 2
0
 ,  are the
roots of J n ( x)  0
Express the following polynomials in terms of Legendre
5.
polynomials 2
a) f(x) = 2x – x - 3x + 2
3 2
b ) f(x) = x + 3x – x + 5x –
4 3 2
Module 3
1. Show that the following functions are harmonic and find their harmonic
conjugate. Also find the corresponding analytic function
a) 𝑢 = 𝑒 2𝑥 (𝑥𝑐𝑜𝑠𝑦 − 𝑦𝑠𝑖𝑛2𝑦) b) 𝑣 = 𝑒 −𝑥 (𝑥𝑐𝑜𝑠𝑦 + 𝑦𝑠𝑖𝑛𝑦)
1 −𝑠𝑖𝑛𝜃
c) 𝑢 = 𝑐𝑜𝑠𝜃 d)𝑣 =
𝑟 𝑟
2. Construct analytic function f(z) = u + iv as a function of z using the

following data
a) 𝑢 − 𝑣 = 𝑒 𝑥 (𝑐𝑜𝑠𝑦 − 𝑠𝑖𝑛𝑦) b) 𝑢 − 𝑣 = (𝑥 − 𝑦)(𝑥 2 + 4𝑥𝑦 + 𝑦 2 )
3. Show that𝑣 = 𝑐𝑜𝑠𝑥𝑠𝑖𝑛ℎ𝑦 is harmonic and find its harmonic conjugate.
2+3𝑖
4. Evaluate ∫1−𝑖 (𝑧 2 + 𝑧)𝑑𝑧 along the line joining the points ( 1, -1 ) &
( 2,3 )
Page 31
𝑧 2 +1
5. Evaluate ∫𝐶 𝑑𝑧 where C is the circle C : z -1= 1
𝑧−3
6. Find the sum of the residues of 𝑓(𝑧) =

𝑠𝑖𝑛𝑧
𝑧𝑐𝑜𝑠𝑧
𝑎𝑡𝑖𝑡𝑠𝑝𝑜𝑙𝑒𝑠𝑖𝑛𝑠𝑖𝑑𝑒𝑡ℎ𝑒𝑐𝑖𝑟𝑐𝑙𝑒|𝑧| =2
7. Under the transformation w = z2, find the image of the triangular region
bounded by the lines x = 1, y = 1,x + y = 1.
8. Find the Bilinear transformation which maps the given points and the
corresponding invariant points: a) z = 1, i, -1 into w = i, 0, -i b)
z = 1, i, -1 into w = 0, 1, 
4
Module- 4
1. A random variable ‘x’ has the following function values of ‘x’
x 0 1 2 3 4 5 6 7
y 0 k 2k 2k 3k k2 2k2 7k2 + 7
a) Find k b) Evaluate P(x < 6) c) Evaluate P(x  6)

d) P (3< x  6)
2. Six coins are tossed. Find the probability of getting a) Exactly
3 heads b) At least 3 heads c) At least one head
3. If the probability of a bad reaction from a certain injection is
0.001, determine the chance that out of 2000 individuals, more
than two will get a bad reaction.
4. The increase in sales per day in a shop is exponentially
distributed with Rs.800 as the average. If sales tax is levied at
the rate of 6%, find the probability that the increase in sales tax
return from that shop will exceed Rs.30 per day.
5. In an examination 7% of students score less than 35%, marks &
89% of students score less than 63% marks.Find the mean & 5
standard deviation ifthe marks are normally distributed.
6. The joint distribution of two random variables X and Y is as
follows.
y
-4 2 7
x
1 1/8 1/4 1/8
5 1/4 1/8 1/8
4
Compute the following:
a) 𝐸(𝑋)𝑎𝑛𝑑𝐸(𝑌)(𝑏)𝐸(𝑋𝑌)(𝑐)𝜎𝑋 𝑎𝑛𝑑𝜎𝑌 (𝑑)𝐶𝑂𝑉(𝑋, 𝑌)(𝑒)𝜌(𝑋, 𝑌)
Module 5
1. A die was thrown 9000 times & a throw of 5 or 6 was obtained
3240 times, onthe assumption of random throwing, do the data
indicate that the die is unbiased.
Page 32
2. In an examination given to students at a large number of
different schools the mean grade was 74.5 & S.D grade was 8.
At one particular school where 200 students took the
examination the mean grade 75.9. Discuss the significance of
this result from the view point of a) one tailed test b) two tailed
test at both 5 %& 1% level of significance.
3. Balls are drawn from a bag containing equal number of black &
white balls, each ball being replaced before drawing
another. In 2250 drawings 1018 black & 1232 white balls
have been drawn. Do you suspect some bias on the part of the
drawer?
4. The nine items of a sample have the following values:
45,47,50,52,48,47,49,53,51Does the mean of these differ
significantly from the assumed mean of 47.5. Applystudent’s t-
distribution at 5% l.o.s.(t 0.05 for 8 d.f = 2.31)
5. A set of five similar coins is tossed 320 times and the result is
No of heads 0 1 2 3 4 5
Frequency 6 2 7 112 7 3 5
Test the hypothesis that the data follows a Binomial distribution.
(x 20.05,at d.f 5 = 11.07.)
6. Assume that a computer system is in one of the three states :busy,

idle or undergoing repair denoted by states 0,1,2 . Observing
its state at a certain specified time on each day, it is found that
the system approximately behaves like a Markov chain
with the transition probability matrix
0.6 0.2 0.2

 0.1 0.8 0.1
 .

0.6 0 0.4

Prove that the chain is irreducible and determine the study state
probabilities.
Page 33
6. VTU Question papers
Page 34
Page 35
MICROPROCESSORS
(COURSE CONTENT)
Semester: IV Year: 2017-18 (Even Semester)
Subject code: 15EC42 IA Marks : 20
Total Contact Hours : 50 hrs Hours per week : 4 hrs
VTU Exam Marks : 80 Exam : 3 Hours
1. Course Details
1.1 SYLLABUS
MODULE - I
8086 PROCESSOR: Historical background (refer Reference Book 1), 8086 CPU Architecture
(1.1 – 1.3 of Text).
Addressing modes, Machine language instruction formats, Machine coding the program (2.2,
2.1, 3.2 of Text).
INSTRUCTION SET OF 8086: Data transfer and arithmetic instructions. Control/Branch
Instructions, Illustration of these instructions with example programs (2.3 of Text).
10 Hours
MODULE - II
Logical Instructions, String manipulation instructions, Flag manipulation and Processor

control instructions, Illustration of these instructions with example programs. Assembler
Directives and Operators, Assembly Language Programming and example programs (2.3, 2.4,
3.4 of Text).
10 Hours
MODULE - III
Stack and Interrupts: Introduction to stack, Stack structure of 8086, Programming for
Stack. Interrupts and Interrupt Service routines, Interrupt cycle of 8086, NMI, INTR,
Interrupt programming, Passing parameters to procedures, Macros, Timing and Delays.
(Chap. 4 of Text).
10 Hours
Page 36
MODULE - IV
8086 Bus Configuration and Timings:
Physical memory Organization, General Bus operation cycle, I/O addressing capability,
Special processor activities, Minimum mode 8086 system and Timing diagrams, Maximum
Mode 8086 system and Timing diagrams. (1.4 to 1.9 of Text).
Basic Peripherals and their Interfacing with 8086 (Part 1): Static RAM Interfacing with
8086 (5.1.1), Interfacing I/O ports, PIO 8255, Modes of operation – Mode-0 and BSR Mode,
Interfacing Keyboard and 7-Segment digits using 8255 (Refer 5.3, 5.4, 5.5 of Text).
10 Hours
MODULE - V
Basic Peripherals and their Interfacing with 8086 (Part 2): Interfacing ADC-0808/0809,
DAC-0800, Stepper Motor using 8255 (5.6.1, 5.7.2, 5.8). Timer 8254 – Mode 0, 1, 2 & 3 and
Interfacing programmes for these modes (refer 6.1 of Text).
INT 21H DOS Function calls - for handling Keyboard and Display (refer Appendix-B of
Text).
Other Architectures: Architecture of 8088 (refer 1.10 upto 1.10.1 of Text) and Architecture
of NDP 8087 (refer 8.3.1, 8.3.5 of Text).
Von-Neumann & Harvard CPU architecture and CISC & RISC CPU architecture (refer
Reference Book 1).
10 Hours
TEXT BOOKS:
T1. Advanced Microprocessors and Peripherals - A.K. Ray and K.M. Bhurchandi, TMH,
3rd Edition, 2012, ISBN 978-1-25-900613-5.
REFERENCE BOOKS:
R1. Microprocessor and Interfacing - Douglas V Hall, SSSP Rao, 3rd edition TMH, 2012.
R2. Microcomputer systems-The 8086 / 8088 Family – Y.C. Liu and A. Gibson, 2nd
edition, PHI -2003.
R3. The 8086 Microprocessor: Programming & Interfacing the PC – Kenneth J Ayala,
CENGAGE Learning, 2011.
R4. The Intel Microprocessor, Architecture, Programming and Interfacing - Barry B.
Brey, 6e, Pearson Education / PHI, 2003.
Page 37
Subject : Microprocessors Subject code: 15EC42
1.2 Prerequisite:
This subject requires the student to know about the
 Basic concepts of computer and programming.
 Knowledge of program structures such as branching and looping.
 Knowledge of logic design including the working principle of sequential and

combinational circuits.
1.3 Overview of the course

This course provides an introduction to the basic functions and some important concepts used
in earlier and modern microprocessors. The course briefly discuss about the architecture of
16-bit microprocessor 8086, Instruction set of 8086, Interrupts of 8086, Microprocessor
interfacing, Coprocessor 8087 architecture with instructions, Bus architecture and features of
advanced microprocessors such as 80386, 80486 and Pentium.
1.4 Relevance of the course to this program

This course is helpful to understand the architecture and instruction set of 8086. The
knowledge of microprocessor architecture and interfacing could be used to develop many
applications in different areas like home appliances, industrial control, biomedical, signal
processing and robotics. This subject also forms a basis for studying embedded systems and
their applications. Much of the work in industry is based on microprocessors and hence this
subject helps students to seek their career in different fields.
1.5 Course Outcomes (COs)

After studying this course, students will be able to:
1. Explain the architecture, addressing modes and instruction format of 8086.
2. Write assembly language programs using basic and string manipulation instructions.
3. Describe the concepts of 8086 stack and interrupts.
4. Interface Memory, Keyboard and Seven segment Displays.
5. Explain 8254 features and interface ADC, DAC and stepper motor.
Page 38
1.6 Applications
1. The subject helps to understand the architecture, instruction set and programming
concepts of 8086.
2. The student can apply this knowledge to build different applications using
microprocessors.
3. The study of this subject also helps to understand the working principle of computers.
Page 39
2. MODULEWISE PLAN
MODULE I: 8086 PROCESSORS & INSTRUCTION

Number of Hours : 10
SET OF 8086
Learning Objectives:
This Module enables the students to:
1. Study the historical background of microprocessors.
2. Understand the architecture of 8086.
3. Differentiate addressing modes and machine language instructions.
4. Make use of data transfer and arithmetic instructions.
Lesson Plan:
Reference
Lecture Teaching PO’s CO’s
Topics Covered book/
No Method Attained Attained
chapter no
L1 Historical background Chalk & Board 1 T1/1
L2 Chalk & Board 1
8086 CPU Architecture T1/1
L3 Chalk & Board 1 T1/1
8086 CPU Architecture
Addressing modes
L5 Machine language Chalk & Board 1 T1/3
instruction formats
Machine coding the a, c 1 T1/3
L6 Chalk & Board
program
Addressing modes,
Instruction execution
timing.
L8 Data transfer and Chalk & Board 1 T1/2
arithmetic instructions
L9 Control/Branch Chalk & Board 1 T1/2
Instructions
Illustration of these
instructions with
example programs
Page 40
Question Bank:
1. Briefly discuss the historical background of microprocessors?
2. Explain 8086 CPU architecture with neat diagram?
3. Explain the memory organization in 8086?
4. List the advantages of segmentation?
5. Explain addressing modes of 8086?
6. Explain machine instruction format for MOV instruction with example?
7. Explain how instruction queue helps to speed up the execution of 8086 programs?
8. With an example explain how physical address is generated in 8086?
9. Explain data transfer and arithmetic instructions?
10. Write an ALP to add a list of 16-bit numbers?
11. Write an ALP to exchange block of data from one location to the other?
12. Write an ALP to multiply two 32-bit numbers?
13. Write an ALP to find GCD and LCM of two numbers?
14. Write an ALP to find factorial of a number?
15. Write an ALP to add two 64 bit numbers?
MODULE II : INSTRUCTION SET OF 8086 Number of Hours : 10
1. Make use of branch, Loop, Logical, Shift and Rotate instructions.
2. Write programs using string manipulation instructions.
3. Make use of directives, operators and procedures in 8086 programs.
Reference
chapter no

Logical Instructions
String manipulation Chalk & Board 2
L12 T1/2
instructions
String manipulation Chalk & Board a, c 2 T1/2
L13
instructions
Flag manipulation and Chalk & Board 2 T1/2
L14
Processor control instructions
Illustration of these
Chalk & Board 2 T1/2
L15 instructions with example
programs
Assembler Directives and Chalk & Board 2 T1/2
L16
Operators
Page 41
Assembler Directives and Chalk & Board 2 T1/2
L17
Operators
Assembly Language
L18 Programming and example
programs
Assembly Language
programs
Assembly Language
programs
Question Bank:
1. Explain conditional and unconditional branch instructions?
2. Explain shift and rotate instructions?
3. What do you meant by assembler directive? Explain few assembler directives?
4. Explain all string primitives with examples?
5. Write an ALP to search how many times the string “the” appears a given string?
6. Differentiate procedures and macros?
7. Write an ALP to transfer a string from one location to other location.
8. Write an ALP to compare two strings.
9. Write an ALP to search given character in the string.
MODULE III: STACK AND INTERRUPTS Number of Hours : 10
1. Familiarize the stack structure, 8086 interrupts and related programming concepts.
2. Differentiate Macros and Procedures
Lect Reference
Teaching PO’s CO’s
ure Topics Covered book/
Method Attained Attained
No chapter no
Introduction to stack Chalk & Board 3 T1/4
L21
Chalk & Board 3
L22 Stack structure of 8086 T1/4
L23 Programming for Stack
Page 42
Interrupts and Interrupt Service Chalk & Board 3 T1/4
L24
routines
Interrupts and Interrupt Service Chalk & Board 3 T1/4
L25
routines
L26 Interrupt programming
Interrupt cycle of 8086, NMI, Chalk & Board a,c 3 T1/4
L27
INTR
Passing parameters to Chalk & Board 3 T1/4
L28
procedures
L29 Macros
L30 Timing and Delays
Question Bank:
1. With neat diagram explain 8086 stack structure.
2. Explain the steps followed by 8086 when an interrupt occurs?
3. Explain the interrupts of 8086 with the help of IVT?
4. Explain software and hardware interrupts of 8086?
5. Write an ALP to set Trap flag?
6. Explain interrupt related instructions?
7. Explain interrupt acknowledgement cycle with neat diagram?
MODULE IV:
8086 BUS CONFIGURATION AND

TIMINGS/ BASIC PERIPHERALS AND Number of Hours : 10
THEIR INTERFACING WITH 8086
(PART1)
1. Interface Keyboard and Seven segment displays.

2. Explain Min. and Max. mode operations of 8086.
Lesson Plan:
Reference
chapter no
L31 Physical memory Organization Chalk & Board 4 T1/1
Page 43
Chalk & Board 4
L32 General Bus operation cycle T1/1
L33 I/O addressing capability
L34 Special processor activities
Minimum mode 8086 system Chalk & Board 4 T1/1
L35
and Timing diagrams
Maximum Mode 8086 system
L36 a,c,e,i
and Timing diagrams
Static RAM Interfacing with
L37
8086
Interfacing I/O ports, PIO 8255,
L38
Modes of operation
Interfacing Keyboard and 7- Chalk & Board 6 T1/5
L39
Segment digits using 8255
Interfacing Keyboard and 7- Chalk & Board 6 T1/5
L40
Segment digits using 8255
Question Bank:
1. Write a short note on stepper motor?
2. Write an ALP to rotate stepper motor clockwise and anti-clockwise?
3. Describe the different signals of 8086.
4. Explain min. and max. Mode operations of 8086 with timing diagrams.
5. Explain 4*4 matrix keyboard interfacing to microprocessor with the help of flow
chart?
6. Interface multiplexed seven segment displays and write an ALP to display a message?
7. Interface 4K*8 EPROM and 8K*8 RAM to 8086
MODULE V -
BASIC PERIPHERALS AND THEIR Number of Hours : 10

INTERFACING WITH 8086 (PART 2) / INT
21H DOS FUNCTION CALLS/ OTHER
ARCHITECTURES
1. Interface ADC, DAC and stepper motor
2. Familiarize 8254 block diagram and modes of operations.
3. Compare Von-Neumann & Harvard CPU architecture/ CISC & RISC CPU architecture
Page 44
Lesson Plan:
Reference
chapter no
Interfacing ADC- Chalk & Board 5 T1/5
L41
0808/0809
Chalk & Board 5
L42 DAC-0800 T1/5
Stepper Motor using Chalk & Board 5 T1/5
L43
8255
Timer 8254 – Mode 0, 1,
L44 2 & 3 and Interfacing
programs
Timer 8254 – Mode 0, 1,
L45 2 & 3 and Interfacing
a,c,e,h
programs
INT 21H DOS
T1/Append
Function calls - for Chalk & Board 5
L46 ix
handling Keyboard and
Display
L47 Architecture of 8088
Architecture of NDP Chalk & Board 5 T1/8
L48
8087
Von-Neumann &
Chalk & Board 5 R1/1
L49 Harvard CPU
architecture
CISC & RISC CPU Chalk & Board 5 R1/1
L50
architecture
Question Bank:
1. Explain architecture of 8087 NDP with neat diagram.
2. Write an ALP to interface ADC.
3. Write an ALP to interface DAC.
4. Explain different data types supported by 8087 with their format?
5. Explain the architecture of 8087?
6. Explain how communication takes place between 8086 and 8087?
7. Compare Von-Neumann & Harvard CPU architecture.
8. Compare CISC & RISC CPU architecture.
9. Explain DOS INT 21H functions for video and keyboard.
Page 45
3. Portion for I.A Test:
Test Modules
I I.A Test Module – I & II
II I.A Test Module – II & III
III I.A Test Module - IV & V
Page 46
4. Assignments Questions
Assignment - I COs attained
1. With neat diagram explain architecture of 8086. 1

2. Explain addressing modes of 8086 giving 2 examples for each. 1
3. Explain MOVSB, SCASB, CMPSB, STOSB, LODSB string
2
instructions with examples.
4. What do you mean by assembler directives? Explain DQ,
2
ASSUME, PROC, EXTRN, SEGMENT.
5. Explain flag manipulation and machine control instructions of
2
8086.
Assignment - II COs attained
6. With neat diagram explain stack structure of 8086. 3
7. Explain interrupt vector table of 8086 with neat diagram. 3
8. Explain different methods used for passing parameters to 3
procedures.
9. With neat block diagram explain 8255 PPI and also describe the 4
control word formats.
10. Interface 4K*8 EPROM and 8K*8 RAM to 8086 4
Assignment - III COs attained
11. Interface stepper motor and write an ALP to rotate stepper 180 4
degree clockwise
12. Interface multiplexed seven segment display and write an ALP 4
to display the digits “123456”
13. Explain the architecture of 8087 NDP with neat diagram. 5
14. List the differences between

5
(a) Von-beuman and Harvard architecture
(b) RISC and CISC architecture
15. Describe DAC and ADC interfacing with 8086, 5
Page 47
5. VTU Question Papers
Page 48
Page 49
Page 50
Page 51
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Page 53
Page 54
COURSE: CONTROL SYSTEMS
[As per Choice Based Credit System (CBCS) scheme]
Semester: IV Year: 2017-18(Even Sem)
Course Code 15EC43 IA Marks 20

Number of Lecture Hours/Week 04 Exam Marks 80
Total Number of Lecture Hours 50 Exam Hours 03
CREDITS – 04
1. COURSE DETAILS :
1.1 SYLLABUS
MODULE - 1
INTRODUCTION TO CONTROL SYSTEMS:
Types of Control Systems, Effect of Feedback Systems, Differential equation of Physical
Systems – Mechanical Systems, Electrical Systems, Analogous Systems. Block diagrams
and signal flow graphs: Transfer functions, Block diagram algebra and Signal Flow graphs.
10 Hours
MODULE – 2
TIME RESPONSE OF FEEDBACK CONTROL SYSTEMS:
Standard test signals, Unit step response of First and Second order Systems. Time response
specif -ications, Time response specifications of second order systems, steady state errors and
error constants. Introduction to PI, PD and PID Controllers (excluding design).
10 Hours
MODULE – 3
STABILITY ANALYSIS:
Concepts of stability, Necessary conditions for Stability, Routh stability criterion, Relative
stability analysis: more on the Routh stability criterion, Introduction to Root-Locus
Techniques, The root locus concepts, Construction of root loci.
10 Hours
MODULE – 4
FREQUENCY DOMAIN ANALYSIS AND STABILITY:
Correlation between time and frequency response, Bode Plots, Experimental determination of
transfer function. Introduction to Polar Plots, (Inverse Polar Plots excluded) Mathematical
preliminaries, Nyquist Stability criterion, (Systems with transportation lag excluded)
Introduction to lead, lag and lead-lag compensating networks (excluding design).
10 Hours
Page 55
MODULE – 5
INTRODUCTION TO DIGITAL CONTROL SYSTEM:
Introduction, Spectrum Analysis of Sampling process, Signal reconstruction, Difference
equations. Introduction to State variable analysis: Introduction, Concept of State, State
variables & State model, State model for Linear Continuous & Discrete time systems,
Diaganolisation. 10 Hours
TEXTBOOKS:
1. J.Nagarath and M.Gopal, “ Control Systems Engineering”, New Age International

(P) Limited, Publishers, Fifth edition-2005, ISBN: 81-224-2008-7.
REFERENCE BOOKS:
1. “Modern Control Engineering” ,K.Ogata, Pearson Education Asia/PHI, 4th Edition,

2002.ISBN 978-81-203-4010-7.
2. “Automatic Control Systems”, Benjamin C. Kuo, John Wiley India Pvt. Ltd., 8th
Edition,2008.
3. “Feedback and Control System”, Joseph J Distefano III et al., Schaum‟s Outlines,
TMH, 2nd Edition 2007.
COURSE : CONTROL SYSTEMS SUBJECT CODE: 15EC43
1.2 PREREQUISITES FOR THE COURSE
This subject requires student to know the following :

i. Differential equations, vector matrix analysis, circuit analysis.
ii. Complex variables, the Fourier transform and partial fraction expansion.
iii. Laplace Transforms and Inverse Laplace Transforms
1.3 OVERVIEW OF THE COURSE
This course is being taught over five modules. In first module, the following topics
are covered. Types of types control system , expressing physical systems using differential
equations,
expressing analogous systems, representing control systems in the form of block diagram ,
signal flow graphs and transfer functions. In the second module system response is studied by
applying standard test signals with respect to time. In the third module system stability is
studied using Routh stability criterion and Root Locus technique. In the fourth module,
system stability is studied by finding the response of the system when the input frequency is
Page 56
varied. In the fifth module introduction to digital control system and modeling of it using
state variable techniques is studied.
1.4 RELEVANCE TO THE PROGRAMME:
This course is very much relevant for Electronics and Communication Engineering
program. Control Systems is a core engineering subject and interdisciplinary in nature. This
subject helps the student in identifying various control engineering systems and designing
control methodologies for the systems. The course helpful for designing amplifier circuits,
oscillators, power electronic circuits. The fundamentals of control theory is required in
understanding the concepts of analog and mixed mode VLSI design. Control strategy can be
used for designing microcontroller based applications.
1.5 COURSE OUTCOMES:
1. Develop the mathematical model of mechanical and electrical systems.

2. Understand the time domain specifications for first and second order systems.
3. Determine the stability of a system in the time domain using Routh Hurwitz criteria
and root locus techniques.
4. Determine the stability of a system in the frequency domain using Nyquist and Bode
plots.
5. Model a control system in continuous and discrete time using state variable
techniques.
1.6 APPLICATIONS:
Concept of control engineering course is found in all sectors of industry such as:
1. Quality control of manufacturing products, Automatic assembly line.
2. Communication technology.
3. Space technology.
4. Micro- electro-mechanical-systems (MEMS), Nanotechnology.
5. modeling and control of modern, complex interrelated systems such as traffic control
systems, chemical processes and robotic systems
2. MODULEWISE PLAN
MODULE 1 : INTRODUCTION TO CONTROL SYSTEMS Number of Hours : 10
a) Learning Objectives:
At the end of this module student will be able to:
5. understand various terminologies and definitions for the control systems.
Page 57
6. learn how to find a mathematical model of electrical, mechanical and
electromechanical systems.
7. learn how to express the system using block diagram and signal flow graph.
8. find the transfer function via Masons’ rule.
b) Lesson Plan:
Text/Reference
No. Method Attained Attained
chapter no
Introduction to Control
Chalk & R1/1
L1 Systems, 1
Board
Types of Control Systems.
L2 Types of Control System
Chalk &
continued, Effect of 1 R1/1
Board
Feedback Systems.
Express Mechanical
Systems using Chalk &
L3 1 R2/2
Differential equation for Board
translational motion.
Express Mechanical
Systems using Chalk &
L4 1 R1/2
Differential equation for Board
rotational motions. a, e, k
Express Electrical Systems
Chalk &
L5 using Differential 1 R1/2
Board
equation.
Analogous and Transfer
function construction of Chalk &
L6 1 R1/2
electrical, mechanical and Board
electromechanical systems
Block diagrams
Chalk &
L7 representation of control 1 T1/1
Board
systems
Transfer function 1
Chalk &
L8 construction using block T1/2&R2/2
Board
diagrams algebra
Signal flow graph Chalk & 1 T1/2
L9
construction Board
Transfer function a,e,k 1
Chalk & T1/2 & R2/2
L10 construction using signal
Board
flow graph
Page 58
c) Question Bank:
Sl. No. Questions COs attained

1. Distinguish between open loop and closed loop systems. 1
2. List any three major advantages and two disadvantages of open loop and
1
closed loop control system.
3. What are the requirements of an ideal control system? 1
4. Differentiate between open loop and closed loop control systems with
1
sketch.
5. Obtain the transfer function Eo(s)/ Ei(s) of the electrical circuit shown in
the figure below.
6. Obtain the transfer function for the mechanical system shown in the
figure below. Given X(t) is the input and Y(t) is the output.
7. Obtain the transfer function for the mechanical system shown in the
figure below. Given X(t) is the input and Y(t) is the output.
8 Figure shows a mechanical vibratory system. When 1 kN force is applied

to the system, the mass oscillates as shown. Determine the mass M,
damping coefficient B and the spring stiffness K of the system from this
response curve.
1
Page 59
9. Draw the Free Body Diagram and write differential equations of
performance of the system shown below.
1
10 Draw the Free Body Diagram and obtain differential equations

describing the mechanical system shown below.
11 Draw a signal flow graph and evaluate the closed loop transfer function
of a system whose block diagram is given in figure below.
C(s)
12 The signal flow graph shown below in figure below refers to an electrical
circuit diagram. Find the ratio Io(s)/Vi(s) by using Mason’s formula.
13
1
Obtain the transfer function of a field control D.C Motor.
14 What is the force-current and force-voltage analogous quantity in a
1
physical system.
15 Explain Mason’s gain formula and determine the transmittance of the
flow graph shown in the figure below.
MODULE 2 : TIME RESPONSE OF FEEDBACK CONTROL

SYSTEMS
Page 60
1. Define transient response and steady state response of the system.

2. Define the ‘type’ and order of the system.
3. Derive the transient response of first order system for step, ramp and impulse inputs.
4. Derive the transient response of second order system for unit step input.
5. Determine the transient response specifications of the system for the given ξ &ωn .
6. Calculate the errors at the output of the system in the design phase itself with the knowledge
of the errors and error constants and compare the different systems.
b) Lesson Plan:
Text/Reference
chapter no
Standard test signals, Time Chalk &
L11 response of first order T1/5
Board
system
Time response of second Chalk & T1/5
L12
order system Board
Time response specifications Chalk & T1/5
L13
of second order systems, Board
Chalk & a, b, e 2
L14 Numerical problems on T1/5
above topics. Board
Steady – state errors and Chalk &
L15 error T1/5
Board
constants
Introduction to PI Chalk &
L16 Controllers (excluding T1/5
Board
design).
Introduction to PD Chalk &
L17 Controllers (excluding T1/5
Board
design).
Chalk & a, b, e 2
Introduction to PID
L18 Controllers (excluding Board T1/5
design).
Numerical problems on Chalk & T1/5
L19
above topics. Board
Numerical problems on Chalk &
L20 T1/5
above Board
Page 61
topics.
c) QUESTION BANK:
COs
Sl. No. Assignments Questions
attained
1 Distinguish between ‘type’ and ‘order’ of a system. 2
A unity feedback system is characterized by open-loop transfer function
2 G(s)=k/s(s+10). Find the value of k so that the system will have a
2
damping ratio of 0.5. For this value of k, determine the settling time, peak
overshoot for unit step input.
3 State various standard test signals commonly used in control system. 2
4 Derive the expressions of transient response specifications of the second
2
order system when it is subjected to unit step input.
5 Derive the transient response of the second order system when it is
2
subjected to unit step input.
MODULE 3: STABILITY ANALYSIS Number of Hours : 10
1. Define absolute stability of the system.

2. Explain the stability conditions of a system.
3. Apply Routh and Hurwitz criterion, and determine the necessary conditions for stability
for the given control system.
4. Recognize root locus is an approach to determine the location of the roots in the s-plane,
5. Explain root locus indicates the characteristics of a control system’s actual time response and
provides a graphical method of plotting the locus of the roots as a function of given system.
6. Explain the concepts of root locus technique and give the various rules to construct the root
locus Diagram.
b) Lesson Plan:
Text/Reference
chapter no
Chalk & R1/6
L21 Concepts of stability. 3
Board
a, b,e, k
Necessary conditions for Chalk & R1/6
L22 3
Stability. Board
Page 62
Chalk & R2/6
L23 Routh- stability criterion. 3
Board
Chalk & R1/6
L24 Relative stability analysis. 3
Board
More on the Routh stability Chalk & R1/6
L25 3
criterion. Board
Chalk & R1/6
L26 Numerical Examples. 3
Board
Introduction, rules to Chalk & R1/7
L27 3
construct root locus diagram. Board
Rules to construct root locus Chalk & R1/7
L28 a, b,e,s k 3
diagram – contd. Board
Rules to construct root locus Chalk & R1/7
L29 3
diagram – contd. Board
Examples on construction of Chalk & R1/7
L30 3
root locus Board
Examples on construction of Chalk & R1/7
L31 3
root locus Board
c) Question Bank :
Sl. COs
Questions
No. Attained
A system oscillator with a frequency of ω ,has its poles at s=+-j and

no poles in the right half of s plane. Determine the values of K and a
so that the system shown in figure, Oscillates at a frequency of 2
rad/sec.
1. 3
R(s) C(s)
K(s+1)/s3 +as2+2s+1
2. Determine the ranges of K such that the characteristic equation 3

S3+3(k+1)S+(7k+5)S+(4k+7)=0 has roots more negative than s= - 1.
For the unity feedback system
G(s) = {K (S+4)(S+20)} / { S3(S+100)(S+500)}. Apply the R-H
3. criterion to determine the stability of the closed-loop system as 3
function of K. Determine the value of K for which the system has
sustained oscillations. andDetermine the frequency of oscillations.
For each of the characteristic equations of feedback control system
4. given, determine the range of K so that the system is asymptotically 3
stable and determine frequency of oscillations.
Page 63
(a) S4+ 25S3+15S2+20S+K = 0
(b) S4+ KS3+2S2+ (K+1)S+10 = 0
5. Define absolute stability of the system and explain the stability 3
conditions of a system.
6. Explain Routh - Hurwitz criterion for stability of a control system and 3
examine the stability of S5+ S4 + 2S3 + 2S2 + 3S + 5 = 0.
For the characteristic equations of feedback control system given,
determine the range of K so that the system is marginally stable and
7. determine frequency of oscillations. 3
(a) S4+ 25S3+15S2+20S+K = 0
(b) S4+ KS3+2S2+ (K+1)S+10 = 0
Using RH criterion investigate the stability of the system
8. S4+ 2S3 + 11S2 + 18S + 18 = 0. Comment on the stability of the 3
system.
Construct the root locus plot of a unity feedback system with an open-
loop transfer function of G(s)=k/s(s+2)(s+4). Find the range of values
9 of K for which the system has damped oscillatory response. What is 3
the greatest value of K, which can be used before continuous
oscillations.
Construct the root locus diagram of a control system having G(s)=k(s2
10 +5)/(s+2)(s-0.5) and H(s)=1.Hence or otherwise find The 3
maximum and minimum values of K for stability and The value of K
that gives the system characteristic equation, a damping ratio of 0.5.
MODULE 4 : FREQUENCY DOMAIN ANALYSIS AND Number of Hours : 10

STABILITY
1. Explain the existence of a correlation between time and frequency response.
2. Represent the transfer function as a logarithmic plot which consists of two graphs,
magnitude and phase angle plotted against frequency in logarithmic scale.
3. Sketch the bode plot for the given transfer function and determine the its relative stability.
4. Sketch the Polar Plot for given transfer function.
5. Obtain the stability using Nyquist Stability criterion.
Page 64
6. Assess the relative stability using Nyquist criterion.
b) Lesson Plan:
Teachin PO’s CO’s Text/Referenc

Lecture
Topics Covered g Attaine Attaine e
No
Method d d book/chapter
Correlation between time and Chalk & R1/8
L31 4
frequency response. Board
Introduction t, Mathematical Chalk & R1/8
L32 4
preliminaries. Board
Construction steps for Bode Chalk & R1/8
L33 4
plot (magnitude plot). Board
Construction steps for Bode Chalk & R1/8
L34 4
plot (magnitude plot). Board
Experimental determination Chalk & R1/8
L35 4
of transfer functions.. Board
Introduction about the Polar Chalk &
L36 Board 4 R1/9
Plot. Steps to sketch the Polar
Plot a, b, e, k
Examples on Polar plots. Chalk & R1/9
L37 4
Board
L38 Nyquist Stability criterion, Chalk &
Board 4 R1/9
(Systems with transportation
lag excluded)
L39 Introduction to lead and lag Chalk &
compensating networks Board 4 R1/9
(excluding design).
L40 Introduction to lead-lag Chalk &
compensating networks Board 4 R1/9
(excluding design).
L41 Examples solved Chalk & R1/9
4
Board
c) QUESTION BANK :
COs
Sl. No. Questions
attained
1 Explain the existence of a correlation between time and frequency 4

response.
2 Represent the transfer function as a logarithmic plot which consists of 4
Page 65
two graphs, one giving the logarithm of |G(jω)| and the other phase
angle of G(jω) both plotted against frequency in logarithmic scale.
Sketch the bode plot for the given transfer function and determine the
its relative stability;
3 10 4
𝐺(𝑠) =
𝑠(0.1𝑠 + 1)(0.05𝑠 + 5)
Sketch the Bode Plot For given G(s). Find GM and PM comment on
stability.
4 10 4
𝐺(𝑠) =
𝑠(𝑠 + 1)(𝑠 + 5)
Write the steps to sketch the Bode plot for given open loop transfer
function.
5 10 4
𝐺(𝑠) =
𝑠(𝑠 + 4)(𝑠 2 + 4𝑠 + 20)
6 Explain lead, lag and lead-lag compensating networks 4
Explain the existence of a correlation between time and frequency

7 4
response.
8 Find the range of values of K for which the closed loop control system 4
is stable by using Nyquist criterion. G(s) H(s) =K(s+1)/s(s-1).
The open loop transfer function of a unity feedback system is
9 given by 4
G(s)=k/s(s+1)(s+2). Sketch the Nyquist plot. Find the range of K
for the system to be stable.
10 Write the steps for evaluating the gain margin and phase margin 4
from the Nyquist plot.
Determine the gain margin and phase margin of a unity feedback
11 system having an open loop transfer function 4
G(s)=10/s(0.1s+1)(0.05s+1).
The open loop transfer function of a unity feedback system is
12 given by 4
G(s)=1/s2 (s+2). Sketch the Nyquist plot, path and ascertain the
stability.
MODULE 5 : INTRODUCTION TO DIGITAL CONTROL

SYSTEM
Page 66
1. Can express the Spectrum Analysis of Sampling process, Signal reconstruction,

Difference equations
2. Summarize the classical design methods (Root locus, Bode plot, etc) based on the
transfer function model.
3. Understand the Concept of State, State variables & State model
4. Describe the state-space model for Linear Continuous & Discrete time systems,
Diagnolisation.
b) Lesson Plan:
Text/Reference
chapter no
Spectrum Analysis of Chalk & 5
L41 R2
Sampling process. Board
a, b,e, k
Spectrum Analysis of Chalk & 5 R2
L42
Sampling process, Board
Chalk & 5 R2
L43 Signal reconstruction,.
Board
Chalk & 5 R2
L44 Difference equations.
Board
Summarize the classical Chalk & 5 R2
L45
design methods Board
Concept of State, State Chalk & 5 R2
L46
variables. & State model Board
Chalk & 5 T1/12
L47 Concept of State model
Board
Describe the state-space Chalk & 5
L48 model for Linear Board T1/12
Continuous systems.
Describe the state-space Chalk & a, b,e, k 5
model for Linear Discrete Board T1/12
L49
time systems,
Diagnolisation.
Chalk & 5 T1/12
L50 Numericals.
Board
c) QUESTION BANK :
S. No. Assignments Questions COs
Page 67
attained
1 Draw the block diagram of digital control system. 5
2 Explain signal reconstruction scheme using sampler and zero hold 5

circuit.
3 Explain the terms state and state variables. 5
4 Write the properties of state transition matrix. 5
Consider a control system with state model
5 = + ; 5
= , u=unit step, Compute the state transition matrix and from

the state response, for x(t), t > 0.
3. Internal Assessment Portion:
I.A MODULES
I 1 & 2
II 3 &4
III 5
4. Assignment Questions:
COs
Sl. No. Assignment I
Attained
Explain with examples open loop and closed loop control systems. List
1 1
merits and demerits of both.
Obtain the transfer function Eo(s)/ Ei(s) of the electrical circuit shown in the
figure below.
2 2&3
Determine the transfer function C/R of the system described by the signal
flow graph shown below.
Page 68
4 Derive expressions for delay time, rise time, peak time, maximum overshoot,
settling time for a second order system to a unit step input.
5 Obtain the transfer function C/R of the system described by the following
block diagram using block diagram reduction rules.
The open loop transfer function of a unity feedback system is given by

𝐾
𝐺(𝑠) = 𝑆 (𝑠𝑇 + 1) , where k and T are positive constants. By what factor
6
should the amplifier gain K should be reduced so that the peak overshoot of
the unit step response of the system is reduced from 75% to 25% .
Assignment II
For a unity feedback system ,the open loop transfer function is given by
𝐾
𝐺(𝑠) = 𝑆(𝑆+2)(𝑆2 +6𝑆+25 ) . i) Sketch the root locus for 0 ≤ K ≤ ∞ ,
1
ii) At what value K the system becomes unstable, iii) At this point of
instability, determine the frequency of oscillation system.of the
Construct the root locus plot of a unity feedback system with an open-loop
2 transfer function of G(s)=k/s(s+0.5)( s2 +0.6s+10).Find the range of values 7
of K for which the system has damped oscillatory response.
Construct the root locus plot of a unity feedback system with an open-loop
3 transfer function of G(s)=k(s+2)/( s2 +2s+2).Find the range of values of K 7
for which the system has damped oscillatory response.
The open loop transfer function of a unity feedback system is given by
4 G(s)H(s)= (3s + 1)/ s2 (s+1)(2s + 1). Sketch the Nyquist plot and 9
ascertain the stability.
Sketch the bode plot and determine the gain margin and phase margin of
5 a unity feedback system having an open loop transfer function 9
G(s)=10/s(0.1s+1)(0.05s+1).
Assignment III
1 With a block diagram explain system with a digital controller.
Obtain the state model for the system represented by differential equation
2 𝑑 3 𝑦(𝑡) 𝑑2 𝑦(𝑡) 𝑑𝑦(𝑡)
3
+ 6 3
+ 11 + 10 𝑦(𝑡) = 3𝑢(𝑡)
𝑑𝑡 𝑑𝑡 𝑑𝑡 3
Find the transfer function of the system having state model.
3
4 Explain signal reconstruction scheme using sampler and zero order hold.
5
Find the state transition matrix for A=
Page 69
5. VTU Question Papers (Note: Recent 3 question papers)
Page 70
Page 71
Page 72
COURSE: SIGNALS AND SYSTEMS
Semester: IV 2017-18(EVEN
SEM)
1. COURSE DETAILS
1.1 Syllabus
MODULE – 1:
Introduction and Classification of signals:

Definition of signal and systems, communication and control systems as examples. Sampling
of analog signals, Continuous time and discrete time signal, Classification of signals as even,
odd, periodic and non-periodic, deterministic and non-deterministic, energy and power.
Elementary signals/Functions: exponential, sine, impulse, step and its properties, ramp,
rectangular, triangular, signum, sync functions.
Operations on signals: Amplitude scaling, addition, multiplication, differentiation,
integration
(Accumulator for DT), time scaling, time shifting and time folding.
Systems: Definition, Classification: linear and nonlinear, time variant and invariant, causal
and noncausal, static and dynamic, stable and unstable, invertible. 10
Hours
Page 73
MODULE – 2:
Time domain representation of LTI System: System modeling: Input-output relation,

definition of impulse response, convolution sum, convolution integral, computation of
convolution integral and convolution sum using graphical method for unit step to unit step,
unit step to exponential, exponential to exponential, unit step to rectangular and rectangular
to rectangular only. Properties of convolution.
10 Hours
MODULE – 3:
System interconnection, system properties in terms of impulse response, step response in

terms of impulse response.
Fourier Representation of Periodic Signals: Introduction to CTFS and DTFS, definition,
properties (No derivation) and basic problems (inverse Fourier series is excluded).
(04+06 Hours)10
Hours
MODULE – 4:
Fourier Representation of aperiodic Signals:

FT representation of aperiodic CT signals - FT, definition, FT of standard CT signals,
Properties and their significance.
FT representation of aperiodic discrete signals-
DTFT, definition, DTFT of standard discrete signals, Properties and their significance,
Impulse sampling and reconstruction: Sampling theorem (only statement) and
reconstruction of signals. (4+4+2
Hours)10 Hours
MODULE – 5:
Z-Transforms: Introduction, the Z-transform, properties of the Region of convergence,

Properties of the Z-Transform, Inversion of the Z-Transform, Transform analysis of LTI
Page 74
systems. 10
Hours
TEXT BOOK:
T1.Simon Haykins and Barry Van Veen, “Signals and Systems”, 2nd Edition, 2008, Wiley
India. ISBN 9971-51-239-4..
REFERENCE BOOKS:
R1. Michael Roberts, “Fundamentals of Signals & Systems”, 2nd edition, Tata McGraw-
Hill, 2010, ISBN 978-0-07-070221-9.
R2. Alan V Oppenheim, Alan S, Willsky and A Hamid Nawab, “Signals and Systems”
Pearson Education Asia / PHI, 2nd edition, 1997. Indian Reprint 2002.
R3. H. P Hsu, R. Ranjan, “Signals and Systems”, Scham’s outlines, TMH, 2006.
R4. B. P. Lathi, “Linear Systems and Signals”, Oxford University Press, 2005.
R5. Ganesh Rao and Satish Tunga, “Signals and Systems”,Pearson/Sanguine Technical
Publishers, 2004.
1.2. Prerequisites of the Course:

The course requires the student to know about the basics of the mathematics & the
detailed knowledge of Laplace transform, Fourier transform and solution of linear constant
coefficient differential equations.
1.3. Overview of the Course

The course includes the study of signals and their classification which are the means
by which we transmit information. The basic operations performed on signals and
interconnections of operations on the signals from which information can be extracted is also
in the course. The course also discusses about Time domain representations for LTI Systems,
Fourier representation of periodic signals, continuous-time Fourier transform, discrete-time
Fourier transform which are frequency domain representation of the information present in
the signals. The course also covers the application of Fourier representations and Z-
transform of the signals.
1.4. Relevance to this programme
Page 75
This Course is very relevant for the Electronics and Communication Engineering. The
communication system consists of digital and analog signals which are means for information
exchange. The course is relevant to fields like digital Signal Processing, digital Image
Processing and DSP Architecture and Algorithms etc. In order to understand these subjects
the properties of the signals is very much necessary. Basically signals and Systems deals with
continuous and discrete signals With the nature of electronics as an efficient means to send a
lot of information over a long distance both quickly and reliably, signal processing has made
its way into the electrical engineering curriculum.
1.5. Course Outcomes

After successful completion of course, student will be able to
1. Understand mathematical description and representation of continuous and discrete

time signals and systems.
2. Develop input output relationship for linear shift invariant system and understand
the convolution operator for continuous and discrete time system.
3. Understand and resolve the signals in frequency domain using Fourier series and
Fourier transforms.
4. Understand the limitations of Fourier transform and need for Laplace transform and
develop the ability to analyze the system in s- domain.
5. Understand the basic concept of Z transform and to develop the ability to analyze
systems in Z- domain.
1.6. Applications:
1) Heart beat signals are used to analyze patient condition

2) Continuous signals are used for long distance communication
3) Digital signals are used as data for computer
4) High frequency signals are used to the treatment for many diseases
5) Fourier transform is used to analyze a spectrum of different signals
2. MODULE WISE COURSE PLAN
Page 76
Module- 1 Introduction and Classification of Planned Hours: 10 Hourss
signals & Operations on signals.
a. Learning objectives: At the end of this chapter student will be able to:
1. Define signal and systems, communication and control systems as examples.

2. Perform Sampling of analog signals & Differentiate Continuous time and discrete
time signal.
3. Classify signals as even, odd, periodic and non-periodic, deterministic and non-
deterministic, energy and power.
4. Define exponential, sine, impulse, step and its properties, ramp, rectangular,
triangular, signum, sync functions.
5. Perform Operations on signals.
6. Define the properties of systems
b. Lesson Plan:
Lectu Teaching POs * COs Text Book/Ref

re no. Topics covered Method attained attaine Book/ Chapter
d no.
Definitions of signals and a
system Define signal and Chalk and 1 T1/1
L1 a,b,c,e
systems, communication and Board
control systems as examples.
Sampling of analog signals, Chalk and
L2 Continuous time and discrete Board a,b,c,e 1 T1/1
time signal.
Classification of signals as Chalk and
even, odd, periodic and non- Board
L3 periodic, deterministic and a,b,c,e 1 T1/1
non-deterministic, energy and
power.
Elementary Chalk and
signals/Functions: Board
exponential, sine, impulse, step a,b,c,e 1 T1/1
L4
and its properties, ramp,
rectangular, triangular, signum,
sync functions
Operations on signals: Chalk and
Amplitude scaling, addition, Board
L5 multiplication, differentiation, a,b,c,e 1 T1/1
integration (Accumulator for
DT), time scaling, time shifting
Page 77
and time folding.
Operations on signals Chalk and

L6 Board a,b,c,e 1 T1/1
continued
Systems: Definition, Chalk and
Classification: linear and Board
nonlinear, time variant and
L7 invariant, causal and a,b,c,e 1 T1/1
noncausal,
static and dynamic, stable and
unstable, invertible
Numericals on classification of Chalk and
signals.
Numericals on operation of Chalk and
signals.
Numericals on systems. Chalk and a,b,c,e 1 T1/1

L10
Board
c. Question Bank.
SNo. Questions COs

attained
Explain the following properties of the systems:
1 1
i) Stability ii) Causality iii) Time-invariant
Distinguish between
i) Continuous and Discrete time signals
2 ii) Even and Odd signals 1
iii) Periodic and Non periodic signals
iv) Energy and power signals
Given sequence x(n) make a sketch of:
3 1
i) y1(n)=x(4-n) ii) y2(n)=x(2n-3) iii) y3(n)=x(n+2)
4 Find the even and odd part of the signal, x(n)=u(n) 1
Find the energy or power for the signal
x(t) = t 0≤ t ≤1
5 1
= 2-t 1≤ t ≤
= 0 otherwise
6 Give a brief Classification of signals 1
Page 78
7 Explain properties of systems 1
Module: 2. Time -Domain Representations For LTI systems Planned Hours: 10 Hrs
1 System modeling: Input-output relation.

2 Definition of impulse response
3 Compute convolution sum and integral
4 Undestand Properties of convolution
b. Lesson Plan:
Text
Book/Ref
Lecture Topics covered Teaching POs * COs
Book/
no. method attained attained
Chapter
no.
System modeling: Input- Chalk and 1,2 T1/2
L11 a,b,c,e
output relation Board
Impulse response
Chalk and a,b,c,e 1,2 T1/2
L12
Representation Board
Chalk and
L13 Convolution Sum Board a,b,c,e 1,2 T1/2
Numericals on Convolution Chalk and

L14 Board a,b,c,e 1,2 T1/2
Sum
Chalk and
L15 Convolution Integral Board a,b,c,e 1,2 T1/2
Numericals on Convolution Chalk and

Integral
Graphical method for unit

step to unit step, unit step to
exponential, exponential to Chalk and
L17 exponential, unit step to Board a,b,c,e 1,2 T1/2
rectangular and rectangular
to
rectangular
Numericals on above topic Chalk and a,b,c,e 1,2 T1/2

L18
Board
Page 79
Chalk and
L19 Properties of convolution Board a,b,c,e 1,2 T1/2
Numericals on Properties of Chalk and

convolution
c. Question Bank.
SNo. Questions COs attained

1 The impulse response of the circuit is given as h(t)=e-tu(t).This circuit
excited by an input of x(t)=e-3t{u(t)-u(t-2)}.Determine the output of the 1,2
circuit.
2 The input x(t) and impulse response h(t) of the system are described by
1,2
x(t)=e-3tu(t) h(t)=u(t-1) Evalute the output
3 Prove that the convolution of any sequence with unit sample sequence
results in the same Sequence. 1,2
OR x(n) * δ(n) = x(n) OR x(n) * h(n) = x(n) if h(n) = {1}
4 Find the discrete-time convolution sum given below
1,2
y(n)=βn u(n) *αn u(n) ;│β│<1,│α│<1
5 Find the discrete-time convolution sum given below
1,2
y(n)=[u(n+10)-2u(n+5)+u(n-6)] * βn u(n) ; │β│<1
6 consider a continuous –time LTI system with unit impulse response
h(t)=u(t) and input x(t)=e-at u(t) ; a>0 1,2
Find the output y(t) of the system
7 Evaluate the following convolution integrals:
i) y(t)= u(t+1) * u(t+2)
1,2
ii) y(t)= [u(t+2)-u(t-1)] * u(-t+2)
iii) y(t) = e-2t u(t) * u(t+2)
Page 80
Module : 3. Fourier Representation of Periodic Signals: Planned Hours: 10 Hrs
a.Learning objectives: At the end of this chapter student will be able to:
1 Understand System interconnection

2 Define system properties in terms of
impulse response
3 Define step response in terms of impulse response
4 Understand Definition and properties of CTFS and DTFS
b.Lesson Plan:
Text
Book/Ref
Book/
no. Method attained attained
Chapter
no.
Chalk and
L21 System interconnection Board a,b,c,e 1,2,3 T1/2
Chalk and
System properties in terms of
L22 Board a,b,c,e 1,2,3 T1/2
impulse response
Chalk and
L23 Numericals on above Board a,b,c,e 1,2,3 T1/2
step response in terms of Chalk and

L24 impulse Board a,b,c,e 1,2,3 T1/2
response
Chalk and
Introduction to CTFS and Chalk and

L26 Board a,b,c,e 1,2,3 T1/2
DTFS
Chalk and
L27 Properties on CTFS Board a,b,c,e 1,2,3 T1/3
Chalk and
Chalk and
L29 Properties on DTFS Board a,b,c,e 1,2,3 T1/3
Page 81
Chalk and
c. Question Bank.
SNo. Questions COs

attained
1 A discrete-time LTI system is represented by the impulse response.
h(n)=(1/2)nu(n) Determine whether it is (a) stable 1,2,3
(b)casual
2 A continuous-time LTI system is represented by the impulse response.
1,2,3
h(t)=e-3tu(t-1) Determine whether it is (a) stable (b)casual
3 Evaluate the DTFS representation for the signal
x(n) =sin(4π n/21) + cos (10π n/21) + 1 1,2,3
sketch the magnitude and phase spectra.
4 Evaluate the FS representation for the signal
x(t) = sin (2πt) + cos (3πt) 1,2,3
sketch the magnitude and phase spectra
5 For the signal x(t) =sinω0,find the fourier series and draw its spectrum
1,2,3
Module-4: Fourier Representation of aperiodic

Number of Hours : 06 Hrs
Signals
1 Know the concept of FT representation of aperiodic CT signals

2 Understand the Properties and their significance of CTFS
3 Know the concept of FT representation of aperiodic discrete signals
4 Understand the Properties and their significance of DTFS
5 Understand the concept of Impulse sampling and its reconstruction
Page 82
b. Lesson Plan:
Text
Book/Ref
Book/
no. Method attained attained
Chapter
no.
FT representation of Chalk and
L31 Board a,b,c,e 1,2,3,4 T1/3,4
aperiodic CT signals
Chalk and
L32 FT of standard CT signals Board a,b,c,e 1,2,3,4 T1/3,4
Properties and their Chalk and

L33 Board a,b,c,e 1,2,3,4 T1/3,4
significance of CTFT
Chalk and
L34 Numericals on above Board a,b,c,e 1,2,3,4 T1/3,4
FT representation of Chalk and

L35 aperiodic discrete signals- Board a,b,c,e 1,2,3,4 T1/3,4
DTFT
DTFT of standard discrete Chalk and

L36 Board a,b,c,e 1,2,3,4 T1/3,4
signals
Chalk and
Properties and their Chalk and

L38 Board a,b,c,e 1,2,3,4 T1/3,4
significance of DTFT
Chalk and
Sampling theorem (only Chalk and

L40 statement) and Board a,b,c,e 1,2,3,4 T1/3,4
reconstruction of signals
c. Question Bank.

1 Determine the DTFT of the signal 1,2,3,4
Page 83
(a) x(n) = u(n)
(b) x(n) =(-1)n u(n)
(c) x(n) =2n u(-n)
Determine the Fourier transform of the unit impulse.
2 1,2,3,4
x(t) =δ(t) Draw its spectrum
Evaluate the Fourier transform for the signal.
(a). x(t) =e-3t u(t-1)
3 1,2,3,4
(b). x(t) = t e-2t u(t) Sketch magnitude and phase
spectra
Find the Fourier transform of the following signal using
4 1,2,3,4
appropriate properties. x(t) = sin(πt) e-2t u(t)
Find the DTFT representation for the signal
5 1,2,3,4
x(n) = cos (π/3)n Also draw spectrum
6 Explain the concept of sampling theorem and Nyquist rate. 1,2,3,4
Module-5: Z- Transforms Number of Hours : 10 Hrs
1 Understand the concept of Z-transform
2 Know the concept of Region of Convergence (ROC).
3 Understand the properties of ROC
4 Understand the properties of Z-transform
5 Know the inversion Z-transform
6 Understand the concept of Transform analysis of LTI Systems
b. Lesson Plan:
Text
Lecture Topics covered Teaching POs * COs Book/Ref
no. Method attained attained Book/
Chapter
Page 84
no.
Chalk and
L41 Introduction, Z-transform Board a,b,c,e 1,2,5 T1/7
Chalk and
L42 Z-transform continued Board a,b,c,e 1,2,5 T1/7
Chalk and
L43 Properties of ROC Board a,b,c,e 1,2,5 T1/7
Chalk and
L44 Numericals on ROC Board a,b,c,e 1,2,5 T1/7
Chalk and
L45 Properties of Z-transforms Board a,b,c,e 1,2,5 T1/7
Numericals on Properties of Chalk and

L46 Board a,b,c,e 1,2,5 T1/7
Z-transforms
Inversion of Z-transforms Chalk and

L47 Board a,b,c,e 1,2,5 T1/7
methods
Chalk and
Transform analysis of LTI Chalk and

L49 Board a,b,c,e 1,2,5 T1/7
systems.
Chalk and
c. Question Bank.

Find the Z-transform and ROC of the following.
(a). x(n) =αn u[n]
1 1,2,5
(b). x(n) = - αn u[n-1]
(c). x(n) = -u[n-1] + (1/2)n u[n]
2 Explain the properties of ROC of Z transform 1,2,5
Page 85
Find the Z-transform of the following signals using properties.
3 (a). x(n) = u(-n) 1,2,5
(b). x(n) =(1/2)n u(n) * (1/3)n u(n)
Using the properties of z-transforms, find the z-transform of the
following Signals including ROC
4 1,2,5
a. x(n) = 3.2n u(n)
b. x(n)= e-3n u(n-1)
. Find the inverse Z-transform of
(a). X(z) = z3+z2+3/2z+1/2 ; ROC:│z│< 1/2
5 1,2,5
z3+3/2z2+1/2z
by partial fraction expansion method
3. Portion for Internal Assessments:
Test Modules CO’s Attained
First I.A Test I , II 1,2
Second I.A Test III & V 1,2,3 ,5
Third I.A Test IV 1,2,3,4
4. Assignment Questions
COs
Attained
Distinguish between
1 i) Continuous and Discrete time signals 1

ii) Even and Odd signals
Page 86
iii) Periodic and Non periodic signals
iv) Energy and power signals
Find the energy or power for the signal
x(t) = t 0≤ t ≤1
2 1
= 2-t 1≤ t ≤
= 0 otherwise
Find the discrete-time convolution sum given below
3 1,2
y(n)=βn u(n) *αn u(n) ;│β│<1,│α│<1
Find the discrete-time convolution sum given below
4 1,2
y(n)=[u(n+10)-2u(n+5)+u(n-6)] * βn u(n) ; │β│<1
Evaluate the following convolution integrals:
5 i) y(t)= u(t+1) * u(t+2) 1,2

ii) y(t) = e-2t u(t) * u(t+2)
Assignment II
Evaluate the DTFS representation for the signal
1 x(n) =sin(4π n/21) + cos (10π n/21) + 1 1,2,3

sketch the magnitude and phase spectra.
Evaluate the FS representation for the signal
2 x(t) = sin (2πt) + cos (3πt) 1,2,3

sketch the magnitude and phase spectra
Find the Z-transform and ROC of the following.
3 (a). x(n) =αn u[n] 1,2,5

n
(b). x(n) = -u[n-1] + (1/2) u[n]
Find the Z-transform of the following signals using properties.
4 1,2,5
x(n) =(1/2)n u(n) * (1/3)n u(n)
Find the inverse Z-transform of
(a). X(z) = z3+z2+3/2z+1/2 ; ROC:│z│< 1/2
5 1,2,5
z3+3/2z2+1/2z
by partial fraction expansion method
Assignment III
Determine the DTFT of the signal

1 1,2,3,4
(a ).x(n) = u(n)
Page 87
(b).x(n) =2n u(-n)
Evaluate the Fourier transform for the signal.
2 (a). x(t) =e-3t u(t-1) 1,2,3,4

(b). x(t) = t e-2t u(t) Sketch magnitude and phase spectra
Find the Fourier transform of the following signal using appropriate
3 1,2,3,4
properties. x(t) = sin(πt) e-2t u(t)
Find the DTFT representation for the signal
4 1,2,3,4
x(n) = cos (π/3)n Also draw spectrum
Explain the concept of sampling theorem and Nyquist rate.
5 1,2,3,4
5.VTU Question Papers
Page 88
Page 89
Page 90
Page 91
COURSE: PRINCIPLES OF COMMUNICATION SYSTEMS
Semester: IV Year: 2017-18(Even)

1. Course Details
1.1 Syllabus
Module – 1
AMPLITUDE MODULATION: Introduction, Amplitude Modulation: Time & Frequency

Domain description, Switching modulator, Envelop detector.
DOUBLE SIDE BAND-SUPPRESSED CARRIER MODULATION: Time and Frequency
Domain description, Ring modulator, Coherent detection, Costas Receiver, Quadrature Carrier
Multiplexing.
SINGLE SIDE–BAND AND VESTIGIAL SIDEBAND METHODS OF MODULATION:
SSB Modulation, VSB Modulation, Frequency Translation, Frequency- Division
Multiplexing, Theme Example: VSB Transmission of Analog and Digital Television
(Chapter 3 of Text). 10 Hours
Module – 2
ANGLE MODULATION: Basic definitions, Frequency Modulation: Narrow Band FM,

Wide Band FM, Transmission bandwidth of FM Signals, Generation of FM Signals,
Demodulation of FM Signals, FM Stereo Multiplexing, Phase–Locked Loop: Nonlinear
model of PLL, Linear model of PLL, Nonlinear Effects in FM Systems. The Superheterodyne
Receiver (refer Chapter 4 of Text).
10 Hours
Module – 3
RANDOM VARIABLES & PROCESS: Introduction, Probability, Conditional Probability,

Random variables, Several Random Variables. Statistical Averages: Function of a random
variable, Moments, Random Processes, Mean, Correlation and Covariance function: Properties
of autocorrelation function, Cross–correlation functions (refer Chapter 5 of Text).
NOISE: Shot Noise, Thermal noise, White Noise, Noise Equivalent Bandwidth (refer
Chapter 5 of Text), Noise Figure (refer Section 6.7 of Text).
10 Hours
Page 92
Module – 4
NOISE IN ANALOG MODULATION: Introduction, Receiver Model, Noise in DSB-SC

receivers, Noise in AM receivers, Threshold effect, Noise in FM receivers, Capture effect,
FM threshold effect, FM threshold reduction, Pre-emphasis and De-emphasis in FM (refer
Chapter 6 of Text). 10
Hours
Module – 5
DIGITAL REPRESENTATION OF ANALOG SIGNALS: Introduction, Why Digitize
Analog Sources?, The Sampling process, Pulse Amplitude Modulation, Time Division
Multiplexing, Pulse-Position Modulation, Generation of PPM Waves, Detection of PPM
Waves, The Quantization Process, Quantization Noise, Pulse–Code Modulation: Sampling,
Quantization, Encoding, Regeneration, Decoding, Filtering, Multiplexing (refer Chapter 7 of
Text), Application to Vocoder (refer Section 6.8 of Reference Book 1). 10
Hours
Text Book:
Communication Systems, Simon Haykins & Moher, 5th Edition, John Willey,
India Pvt. Ltd, 2010, ISBN 978 – 81 – 265 – 2151 – 7.
Reference Books:
1. Modern Digital and Analog Communication Systems, B. P. Lathi, Oxford
University Press., 4th edition.
2. An Introduction to Analog and Digital Communication, Simon Haykins,
John Wiley India Pvt. Ltd., 2008, ISBN 978–81–265–3653–5.
3. Principles of Communication Systems, H.Taub & D.L.Schilling, TMH,
2011.
4. Communication Systems, Harold P.E, Stern Samy and A Mahmond,
Pearson Edition, 2004.
5. Communication Systems: Analog and Digital, R.P.Singh and S.Sapre: TMH
2nd edition, 2007.
Subject : Principles of communication systems Subject code: 15EC45
1.2. Prerequisites for the Course:

1. Probability theory for random process.
2. Working of basic electronic systems such as clippers, clampers, amplifiers and
oscillators.
3. Basic communication system.
4. Basic concepts of analog to digital conversion
Page 93
1.3. Overview of the course
The course deals with communication system, communication channel, different types of
modulation techniques and various Demodulation. This course is designed for studying types
of noise, effects of noise on communication system and also the techniques of sampling and
reconstruction.
1.4. Relevance of the course to this Program

Communication is a part of human life, over many decades it has taken different
facets from plain old telephone to sophisticated satellite communication. All physical signals
are analog in nature; this course is one of the most important for the program electronics and
communication.
1.5 Course outcomes

At the end of this course, the students will be able to:
1. Design simple systems for generating and demodulating AM, DSB, SSB and VSB
signals.
2. Understand the concepts in Angle modulation for the design of communication
systems.
3. Design simple systems for generating and demodulating frequency modulated
signals.
4. Learn the concepts of random process and various types of noise.
5. Evaluate the performance of the communication system in presence of noise.
6. Analyze pulse modulation and sampling techniques.
1.6. Applications
1. The telephones in our homes and offices make it possible for us to communicate with
others, no matter how far away.
2. The radio and television sets in our living rooms bring us entertainment from near and
as well as distant places.
3. Communication by radio and satellite provides the means for ships on the high seas,
aircraft in flight and rockets and exploratory probes in space to maintain contact with
their home bases.
Page 94
2. Module wise Plan
Module -1: Amplitude Modulation. Number of hours: 10
a. Learning Objectives: At the end of this chapter student will be able to:
1. Define modulation, amplitude modulation.
2. 2) Analyze the different types of generation of amplitude modulation and demodulation
circuits.
3. Define the DSB-SC modulation and its advantage over AM.
4. Analyze quadrate carrier multiplexing.
5. Analyze frequency-domain, time-domain description of SSB-SC

6. Explain Phase and Frequency discrimination method for generating an SSB
modulated wave
b. Lesson Plan:
Teachin Reference
Lecture PO’s CO’s
Topics Covered g book/
No. Attained Attained
Method chapter No.
AMPLITUDE MODULATION:
Introduction, AM: Time-Domain Chalk &
L1 1 T1/3
description, Frequency – Domain Board
description.
Chalk & 1 T1/3
L2 Switching modulator
Board
Chalk & 1 T1/3
L3 Envelop detector
Board
DOUBLE SIDE BAND 1 T1/3
SUPPRESSED CARRIER
Chalk &
L4 MODULATION (DSBSC): Time
Board
and Frequency Domain
description.
Chalk & 1 T1/3
L5 Ring modulator
Board
Chalk & 1 T1/3
L6 Coherent detection.
Board
Costas Receiver, Quadrature Carrier Chalk & a, b,e, h, 1 T1/3
L7 i, k
Multiplexing. Board
SINGLE SIDE–BAND AND Chalk & 1 T1/3
VESTIGIAL SIDEBAND Board
L8
METHODS OF MODULATION:
SSB Modulation, VSB Modulation
Chalk & 1 T1/3
L9 Frequency Translation
Board
Page 95
Frequency- Division Multiplexing,
ChalkTheme
& 1 T1/3
Example: VSB Transmission of AnalogBoard
and Digital
L10
Television
C .Question Bank
Questions COs attained
MODULE 1:
1) Briefly explain elements of communication system? 1
2) Define Amplitude modulation? Specify disadvantages of AM? 1
3) Explain with circuit i) Switching modulator. ii) Square law 1

modulator.
4) Explain the demodulation of AM. 1
5) Briefly explain the DSB-SC system. 1
6) Explain with circuit. i) Balanced modulator. ii) Ring modulator 1
7) Explain the demodulation of DSB-SC system? 1
8) Derive expressions for SSB Modulated wave for which lower 1

sideband is retained.
9) Explain the concept of quadrature multiplexing. 1
10) Describe the phase discrimination method and frequency description 1

method of generating SSB waves
11) Explain comparison of AM techniques. 1
12) With neat block diagram explain Radio Broadcasting 1
Module -2 : Angle Modulation Number of hours: 10
a.Learning Objectives: At the end of this chapter student will be able to:
1. Define frequency modulation and advantages of FM over AM.
2. Analyze narrow band and wide band frequency modulation
3. Analyze transmission bandwidth of FM waves,
4. Explain generation of FM waves: Indirect FM and direct FM.
5. Define demodulation of FM waves
6. Analyze Phase-locked loop, nonlinear model of the phase–locked loop,
linear model of the phase–locked loop
Page 96
b.Lesson Plan:
Reference
Lecture Teaching PO’s CO’s book/
Topics Covered
No. Method Attained Attained chapter
No.
L11 ANGLE MODULATION: Chalk & 2,3 T1/4
Basic definitions, FM, narrow Board
band FM.
Wide band FM, 2,3 T1/4

Chalk &
L12 transmission bandwidth of
Board
FM waves
Generation of FM waves: Chalk & 2,3 T1/4
L13 a, b, e, h,
indirect FM Board
i, k
Generation of FM waves: Chalk & 2,3 T1/4
L14
direct FM Board
Chalk & 2,3 T1/4
L15 Demodulation of FM waves
Board
Chalk & 2,3 T1/4
L16 FM Stereo Multiplexing
Board
Chalk & 2,3 T1/4
L17 Phase-locked loop
Board
Nonlinear model of the Chalk & 2,3 T1/4
L18
phase – locked loop, Board
Linear model of the phase – Chalk & 2,3 T1/4
L19
locked loop. Board
Nonlinear Effects in FM Chalk & 2,3 T1/4
L20 Systems. The Board
Superheterodyne Receiver
C .Question Bank
MODULE 2:
1) Define the following i) Modulation index ii) Modulating

frequency iii) Frequency deviation iv) Carrier 2,3
frequency and v) Power of the FM signal
2) Derive time-domain expression for a wideband FM waves. 2,3
3) Derive time-domain expression for narrowband FM waves. 2,3
4) Explain the FM generation using indirect method. 2,3
5) Explain the FM generation using direct method. 2,3
6) Define demodulation of FM waves 2,3
Page 97
7) Analyze Phase-locked loop, nonlinear model of the phase– 2,3
locked loop, linear model of the phase–locked loop
Module -3 : RANDOM PROCESS Number of hours: 10
a.Learning Objectives: At the end of this chapter student will be able to:
1. Define several random variables, Statistical averages.
2. Explain function of Random variables, moments, Mean, Correlation and Covariance

function.
3. Analyze principles of autocorrelation function, cross – correlation functions.
4. Understand different types of noise. Noise equivalent bandwidth, Narrow bandwidth, Noise
Figure
b.Lesson Plan:
Reference
chapter No.
RANDOM VARIABLES &
PROCESS: Introduction, Chalk &
L21 4 T1/5
Probability, Conditional Board
Probability,
Random variables, Several Chalk & 4 T1/5
L22
Random Variables. Board
Statistical Averages: Function of a Chalk & 4 T1/5
L23
random variable Moments Board
Chalk & 4 T1/5
L24 Moments, Random Processes
Board
Random Processes, Mean, 4 T1/5
Chalk &
L25 Correlation and Covariance a,c,d,e,g,
Board
function k
Properties of autocorrelation Chalk & 4 T1/5
L26 function, Cross–correlation Board
functions
NOISE: Shot Noise, Thermal Chalk & 4 T1/5
L27
noise, White Noise. Board
Noise equivalent bandwidth, Chalk & 4 T1/5
L28
Narrow bandwidth, Board
Chalk & 4 T1/5
L29 Noise Figure,
Board
Chalk & 4 T1/5
L30 Relevant problems
Board
Page 98
C .Question Bank
MODULE 3:
1) Discuss the properties of Gaussian process. 4
2) Define mean, correlation and covariance function 4
3) Explain the following : i)Functions of a random variable 4

ii) Moments about the origin iii) Autocorrelation function
4) Define (i) conditional probabilities (ii) Random variable (iii) 4
Mean
5) Consider a pair of a wide sense stationary random process x (t) and 4
y(t). Show that cross correlation: Rxy(t)=Rxy(-t)
6) What is meant by statistical averages? Explain with an example 4
7) What is Noise? What are the different types of noise? 4
8) Explain the following i) Short Noise ii) Thermal noise iii)White 4

Noise
9) Derive the relationship between noise figure and equivalent noise 4
temperature.
10) Derive an expression for overall equivalent noise temperature of the 4
cascade. Connection of any number of noises for two part network.
Module -4 Number of hours: 10
a. Learning Objectives: At the end of this chapter student will be able to:
1. Explain noise in DSB-SC receivers, noise in SSB receivers, noise in AM receivers
2. Analyze threshold effect, noise in FM receivers, FM threshold effect
3. Define Pre-emphasis and De-emphasis in FM.
b.Lesson Plan:
Reference
Lecture Teaching PO’s CO’s book/
Topics Covered
No. Method Attained Attained chapter
No.
NOISE IN ANALOG
Chalk &
L31 MODULATION: Introduction, 5 T1/6
Board a, b,e, h,
Receiver Model
Noise in DSB-SC receivers
i, k
Chalk & 5 T1/6
L32
Board
Page 99
Noise in AM receivers, Threshold Chalk & 5 T1/6
L32
effect Board
Chalk & 5 T1/6
L34 Capture effect
Board
Chalk & 5 T1/6
L35 FM threshold effect
Board
Chalk & 5 T1/6
L36 FM threshold reduction
Board
Chalk & 5 T1/6
L37 Pre-emphasis in FM.
Board
Chalk & 5 T1/6
L38 De-emphasis in FM.
Board
Chalk & 5 T1/6
L39 Relevant problems.
Board
Chalk & 5 T1/6
L40 Relevant problems.
Board
C .Question Bank
MODULE 4:
1) Calculate the figure of merit for the DSBSC. 5
2) Discuss emphasis and de-emphasis in FM. 5
3) Write Short Notes on Noise SSB Receiver. 5
4) Calculate the figure of merit for the AM. 5
5) Calculate the figure of merit v for the SSBSC. 5
6) Explain Threshold effect. 5
7) Explain FM Threshold effect. 5
Module -5 Number of hours: 10
Learning Objectives: At the end of this chapter student will be able to:
1. Understand the process of Sampling and its reconstruction.
2. Differentiate between Pulse sampling, Flat top sampling
3. Explain working principle of PDM and PWM,
4. Understand the process of PCM Quantization and it’s applications
Lesson Plan:
Lecture Topics Covered Teaching PO’s CO’s Reference
Page 100
No. Method Attained Attained book/
chapter No.
L41 DIGITAL REPRESENTATION
OF ANALOG SIGNALS: Chalk & 6 T1/7
Introduction, Why Digitize Analog Board
Sources?
L42 The Sampling process. Chalk & 6 T1/7
Board
L43 Pulse Amplitude Modulation Chalk & 6 T1/7
Board
L44 Time Division Multiplexing, Chalk & 6 T1/7
Pulse-Position Modulation Board
L45 Generation of PPM Waves, Chalk & 6 T1/7
Detection of PPM Waves Board a, b,e, h,
L46 Pulse–Code Modulation Chalk & i, k 6 T1/7
Board
L47 Sampling, Quantization. Chalk & 6 T1/7
Board
L47 Encoding, Regeneration, Decoding Chalk & 6 T1/7
Board
L48 Filtering, Multiplexing Chalk & 6 T1/7
Board
L49 Application to Vocoder Chalk & 6 T1/7
Board
L50 Related problems. Chalk & 6 T1/7
Board
C .Question Bank
MODULE 5:
6
1) State and explain sampling process.
6
2) Derive the expression for Low pass sampling and reconstruction
6
3) Differentiate between Pulse sampling and Flat top sampling
6
4) Explain the PDM and PWM with an example.
6
5) Explain Quantization process of Pulse Code Modulation.
3. Modules for Internal Assessment Test:
Page 101
Test Module No. CO’s attained
First IA Test Module 1 & 2 1,2,3
Second IA Test Module 2 &3 2,3&4
Third IA Test Module 4 &5 5&6
4. Assignment Questions
I Assignment
Q.No. CO
Derive the expression for AM and FM in time domain for single tone 1,2,3
1.
modulation.
2. Explain Quadrature carrier multiplexing. 1
3. Explain frequency division multiplexing. 2
4. Explain different properties of angle modulation. 2
5. Consider a message signal m(t) increases linearly with time t and starting 2,3
at t=0 and is defined as
m(t) = at t>= 0
= 0 t<0
Draw FM & PM signals.
II Assignment
Q.No. CO
1. What is Flat top sampling? Derive the expression for the same. 6
2. What is Pulse Position Modulation? explain the generation of PPM 6
signals.
3. Write a short note on 3
I. Conditional probability
II. Random variables
A 4v digit message is transmitted in a noisy channel, it’s probability of 3

4.
error is P[E]= 2/5 per digit. Find the CDF.
5. Explain Joint Cumulative distribution function and Joint probability 3
distribution function with there properties .
Page 102
III Assignment
Q.No. CO
1. Calculate the figure of merit for the DSBSC 5
2. An AM receiver operating with a sinusoidal modulating signal which has 5
the following specifications μ=0.8 & [SNR]0=30dB.what is the
corresponding carrier to noise ratio.
3. Explain FM Threshold effect. 5
4. Write Short Notes on Noise SSB Receiver 5
5. Discuss emphasis and de-emphasis in FM. 5
5. Question Papers
Answer any one full question from each module
Time : 3hrs Max Marks: 80
Module 1
Q1. a. Define mean, correlation and covariance function 5Marks
b. What is Noise? What are the different types of noise? 5Marks
c. Explain the following : i)Functions of a random variable 6Marks

ii) Moments about the origin iii) Autocorrelation function
OR
Q2. a. Discuss the properties of Gaussian process. 5Marks
b. Derive the relationship between noise figure and equivalent noise temperature.
5Marks
c. Derive an expression for overall equivalent noise temperature of the cascade
Network . 6 Marks
Module 2
Q3. a. Define Amplitude modulation and Specify disadvantages of AM 5Marks
Page 103
b. Define Hilbert transform. Explain its properties. 5 Marks
c. Explain with circuit i) Balanced modulator. ii) Ring modulator 6 Marks
OR
Q4. a. Derive expressions for SSB Modulated wave for which lower sideband is retained.
6Marks
b. Explain comparison of AM techniques. 5Marks
c. Explain the concept of Quadrature multiplexing. 5Marks
Module 3
Q5. a. Derive time-domain expression for a wideband FM waves. 5marks
b. Explain the FM generation using indirect method. 6Marks
c. Define frequency modulation and advantages of FM over AM. 5Marks
OR
Q6. a. Define the following i) Modulation index ii) Modulating frequency
iii) Frequency deviation iv)Carrier frequency and v) Power of the FM signal
6Marks
b. Explain generation of FM waves: Indirect FM 5Marks
c. Briefly explain the DSB-SC system 5Marks
Module 4
Q7. a. Calculate the figure of merit for the DSBSC. 5Marks
b. Explain Threshold effect. 5Marks
c. Discuss pre emphasis and de-emphasis in FM 6Marks
OR
Q8. a. Analyze transmission bandwidth of FM waves 5Marks
b. Calculate the figure of merit v for the SSBSC 5Marks
Page 104
c. Explain FM Threshold effect. 6Marks
Module 5
Q9. a. State and explain sampling process 5Marks
b. Differentiate between Pulse sampling and Flat top sampling 5Marks
c. Explain Quantization process of Pulse Code Modulation. 6Marks
OR
Q10. a. Explain with neat block diagram of a PDM and PWM 6Marks
b. Derive the expression for Low pass sampling and reconstruction 5Marks
c. Differentiate between PAM and PDM 5Marks
Page 105
Page 106
Page 107
LINEAR INTEGRATED CIRCUITS
Semester: IV Year: 2017-18 (Even)
Total Contact Hours : 50hrs Hours per week : 4 hrs
1. SYLLABUS
MODULE 1
Operational Amplifier Fundamentals:
Basic Op-amp circuit, Op-Amp parameters – Input and output voltage, CMRR and PSRR, offset
voltages and currents, Input and output impedances, Slew rate and Frequency limitations.OP-Amps
as DC Amplifiers – Biasing OP-amps, Direct coupled voltage followers, Non-inverting amplifiers,
inverting amplifiers, Summing amplifiers, and Difference amplifiers. Interpretation of OP-amp LM741
& TL081 datasheet. (Text1) 10 Hours.
MODULE 2
Op-Amps as AC Amplifiers: Capacitor coupled voltage follower, High input impedance – Capacitor
coupled voltage follower, Capacitor coupled non- inverting amplifiers, High input impedance –
Capacitor coupled Non-inverting amplifiers, Capacitor coupled inverting amplifiers, setting the upper
cut-off frequency, Capacitor coupled difference amplifier. OP-amp Applications: Voltage sources,
current sources and current sinks, current amplifiers,instrumentation amplifier, precision rectifiers.
(Text1)10 Hours.
MODULE 3
Page 108
More Applications: Limiting circuits, Clamping circuits, Peak detectors, Sample and hold circuits, V to
I and I to V converters, Differentiating Circuit, Integrator Circuit, Phase shift oscillator, Wein bridge
oscillator, Crossing detectors, inverting Schmitt trigger. (Text 1)
Log and antilog amplifiers, Multiplier and divider. (Text2) 10 Hours.
MODULE 4
Active Filters: First order and second order active Low-pass and high pass filters, Bandpass Filter,
Band stop Filter. (Text 1)
Voltage Regulators: Introduction, Series Op-amp regulator, IC voltage regulators. 723 general
purpose regulators. (Text 2) 10 Hours.
MODULE5
Phase locked loop: Basic Principles, Phase detector/comparator, VCO.
DAC and ADC convertor: DAC using R-2R, ADC usingSuccessive approximation.
Other IC Application: 555 timer, Basic timer circuit, 555 timer used as Astable and Monostable
multivibrator.(Text 2) 10 Hours.
TEXT BOOKS
T1. “Operational Amplifiers and Linear IC’s”, David A. Bell, 2nd edition, PHI/Pearson, 2004. ISBN
978-81-203-2359-9.
T2. “Linear Integrated Circuits”, D. Roy Choudhury and Shail B. Jain, 4th edition, Reprint 2006, New
Age International ISBN 978-81-224-3098-1.
REFERENCE BOOKS
R1. Ramakant A Gayakwad, “Op-Amps and Linear Integrated Circuits,” Pearson, 4th Ed, 2015. ISBN
81-7808-501-1.
Page 109
R2. B Somanathan Nair, “Linear Integrated Circuits: Analysis, Design & Applications,” Wiley India,
1st Edition, 2015.
R3. Data Sheet: http://www.ti.com/lit/ds/symlink/tl081.pdf.
Subject : Linear Integrated Circuits Subject code: 15EC46
2. PREREQUISITES FOR THE COURSE
This subject requires the students to know the following:
1. Fundamentals of Electronic Circuits.

2. Circuit analytical laws & design related to Transistors.
3. Differential amplifier working with all compensation techniques.
4. Amplifiers open-loop & closed loop characteristics.
Page 110
3. OVERVIEW OF THE COURSE
Though digital electronics has its advantages and flexibility, the physical world is
inherently analog indicating a need for analog circuitry to condition physical signals such
as those associated with transducers, as well as convert information from analog to digital
domain for processing, and from digital back to analog for reuse in the physical world.
This subject is a study of integrated circuits such as operational amplifiers and other linear
integrated circuits and their applications.
4. RELEVANCE TO THIS PROGRAM
The course is relevant to the electronics and communication as it focuses on process of

learning about signal conditioning, signal generation, instrumentation, timing & control
using various IC circuits.
Though digital electronics has its advantages and flexibility, the physical world is
inherently analog indicating a need for analog circuitry to condition physical signals such
as those associated with transducers, as well as convert information from analog to digital
domain for processing, and from digital back to analog for reuse in the physical world.
This subject is a study of integrated circuits such as operational amplifiers and other linear
integrated circuits and their applications.
5. APPLICATIONS
Linear Integrated Circuits find applications in almost all the fields, to name a few these are used
in:
1. Biomedical Engineering
2. Communication Systems (in design of Transmitters and Receivers)
3. Industrial Electronics
4. Digital Systems design etc.
Page 111
6. COURSE OUTCOMES
1. Apply the knowledge gained in the design of practical circuits for amplifiers,
filters
oscillators, multivibrators, voltage regulators and electronic systems.
2. Analyze the performance of

 Op-amps and Various applications.
 Instrumentation Amplifiers, Isolation Amplifiers, Wave Generators and
Oscillators.
3. Acquire knowledge and solve problems related to
 Operational amplifiers and characteristics as well as various types of op-
amps.
 Functioning of PLL, VCO, V-I, I-V converters.
 Active Filters, ADC, DAC.
 555 Timer
4. Interpretation of Performance Characteristics of Practical Op-amps.
7. MODULE WISE PLAN
Module I: Operational Amplifier Fundamentals, OP-Amps

Number of Hours: 10
as DC Amplifiers
At the end of this unit student will be able to:
1. Understand and explain the basic circuit of Op-amplifier.
2. Learn basic building blocks of Op-amplifier and its parameters.
3. Learn how Op-amp can be used as DC amplifier.
4. Learn the different configurations in which Op-amplifiers can be used.
Page 112
5. Learn Op-amp as Summing Amp, differentiator, Voltage follower, etc.
and Interpret datasheets of OP-amp LM741 & TL081.
Page 113
Lesson Plan:
Reference
chapter no
Operational Amplifier
Fundamentals: Basic Op -Amp Chalk & board 1 T1/1
L1
circuit,
Op-Amp parameters – Input and

Chalk & board 1 T1/2
L2 output voltage, CMRR and PSRR,
Offset voltages and currents, Chalk & board 1 T1/2

L3
Input and output impedances, Chalk & board 1 T1/2
L4
Slew rate and Frequency limitations; Chalk & board 1 T1/2
L5
Op-Amps as DC Amplifiers: Biasing
Chalk & board a, b & c 1 T1/3
L6 Op-Amps,
Direct coupled –Voltage Followers, Chalk & board 1 T1/3

L7
L8 Non-inverting Amplifiers, Inverting Chalk & board T1/3
1
amplifiers,
L9 Summing amplifiers, Difference Chalk & board T1/3

1
amplifier.
L10 Interpret datasheets of OP-amp Chalk & board

4 R3
LM741 & TL081.
Question Bank
1. Draw the basic circuit diagram of an operational amplifier, identify all the
terminals and briefly explain how the circuit operates.
2. Explain the terms i) Slew Rate, ii) SVRR iii) CMRR, iv) Output voltage swing and
v) Input offset swing. Mention the typical values of each term for µA 741 Op-amp.
3. Explain potential divider bias for an op-amp input, with necessary design steps.
Page 114
4. Sketch the circuit of a two-input inverting summing amplifier. Explain the
operation of the circuit and derive the equation for the output voltage.
5. A non-inverting amplifier is to amplify a 100 mV signal to a level of 3 V. Using
741 operational-amplifier, design a suitable circuit.
6. Sketch and explain a typical gain verses frequency graph for an operational
amplifier.
7. Explain with circuit diagram how a dual supply op-amp can be configured to
operate with single supply.
8. With a neat circuit diagram, explain direct-coupled inverting amplifier.
9. Compare voltage follower and an emitter follower.
10. Two signals which each range from 0.1 V to 1 V are to be summed. Using a 741
op-amp design a suitable inverting summing circuit.
Module 2: Op-Amps as AC Amplifiers, OP-Amp

Number of Hours: 10
Applications
1. Understand the operation of Capacitor coupled voltage follower, inverting and

non-inverting amplifier.
2. Learn and understand the significance of each capacitor in the above
operations.
3. Learn the effects of input and output capacitors used in capacitor coupled
amplifier circuit.
4. Learn to design of High ZIN capacitor coupled voltage follower, Inverting and
non-inverting amplifier.
5. Learn the difference amplifier and use of single polarity supply.
Lesson Plan:
Page 115
Reference
chapter no
Op-Amps as AC Amplifiers:
L11 Capacitor coupled Voltage Chalk & board 1 T1/4

Follower,
High input impedance - Capacitor

L12 Chalk & board 1 T1/4
coupled Voltage Follower,
Capacitor coupled Non-Inverting

Amplifiers,
High input impedance - Capacitor

coupled Non-Inverting Amplifiers,
Capacitor coupled Inverting

L15 amplifiers,Setting the upper cut-off Chalk & board, 1 T1/4
frequency,
a, b, c, e
Capacitor coupled Difference
L16 Chalk & board &h 1 T1/4
amplifier.
OP-Amp Applications: Voltage

sources,
current sources and current sinks,

Current amplifiers,
L19 Instrumentation amplifier, Chalk & board 2 T1/6
L20 Precision rectifiers. Chalk & board 2 T1/7
Question Bank
1. With neat circuit diagram, explain the operation of high ZIN capacitor coupled non-inverting
amplifier circuit, justify the practical values
2. Discuss the effects of input and output capacitors used in capacitor coupled amplifiers.
Page 116
3. Design a capacitor coupled voltage follower using 741 Op-amp. The lower cut-off frequency
of the circuit is to be 115 Hz and the load resistance RL is 6.8KΩ.
4. Discuss a voltage follower and mention its usefulness. Why a voltage follower is preferred
against a discrete emitter follower.
5. Sketch the circuit of high input impedance capacitor coupled voltage follower. Briefly explain
the circuit operation.
6. A capacitor coupled non-inverting amplifier has following components: R1= 33KΏ, R2=150KΏ,
R3= 1.5KΏ, RL=4.7KΏ, C1 = 0.39 µF, C2=0.27µF. Determine the circuit voltage gain, input
impedance, lowers cutoff frequency & the impedance of C1 at f1.
7. Explain how to determine the capacitor values for High Zin capacitor coupled non-inverting
amplifier.
8. A capacitor coupled difference amplifier is to have two input voltages which each range from
200mV to 2V. The lowest signal frequency is 300Hz, the load resistance is 3.3 KΏ, and the
voltage gain is to be 5.Use 741 op-amp.
9. Design a high Zin capacitor coupled voltage follower. Show that the input impedance is very
large compared to the capacitor coupled voltage follower.
10.Design a capacitor coupled inverting amplifier using 741 with gain of 50 and the output
amplitude is 2.5 Volts. The signal frequency range is 10Hz – 1KHz.The RL = 250Ώ.
Page 117
Module 3: More Applications of Op-amp. Number of Hours : 10
1. Learn about the Limiting circuit, clamper circuits and peak detectors.
2. Learn the operation of Sample/Hold circuit.
3. Learn the design and operations of V-I and I-V converters.
4. Learn Inverting Schmitt trigger and crossing detectors
5. Learn to design/implement various oscillators like Phase Shift oscillator, Wein Bridge
Oscillator.
6. Learn the Log-antilog amplifiers, Multi[plier and Divider circuits.
Lesson Plan:
Reference
Lecture Teaching PO’sAttai CO’s
No Method ned Attained
chapter no.
L21 More applications:Limiting Chalk & board 2 T1/7

circuits,
L22 Clamping circuits, Chalk & board 2 T1/7
L23 Peak detectors, Chalk & board 2 T1/7
L24 sample and hold circuits, Chalk & board a, b, c, e 2 T1/7

&h
L25 V to I and I to V converters, Chalk & board 2 T1/6
L26 Phase shift oscillator, Chalk & board 2 T1/10
L27 Wein bridge oscillator, Chalk & board 2 T1/10
L28 Crossing detectors, inverting Chalk & board 2 T1/9
Page 118
Schmitt trigger,
L29 Log and antilog amplifiers Chalk & board 2 T2/4
L30 Multiplier and divider, Chalk & board 2 T2/4
Page 119
Question Bank
1. Explain the working of Wein bridge oscillator. Derive expression for the frequency of
oscillation.
2. State Barkhansen criteria and explain how it is fulfilled in the phase shift oscillator.
3. Explain the working of Positive and Negative Clampers. Draw the relevant circuit
diagrams.
4. Discuss the general principle of an oscillator functioning and state the requirements for
oscillation.
5. Design a Wein Bridge oscillator to have an output frequency of 12 KHz. Use Bipolar Op-
Amp with ±15V supply.
6. Design a RC phase shift oscillator using a 741 Op-Amp to give a sinusoidal frequency of
5KHz with a supply voltage of ±15V.
7. Explain Log and antilog amplifier using Op-amp.
8. Explain multiplier and divider circuit.
9. With mathematical equations, show how Multiplier IC can be used for frequency
doubling.
10.Derive the equation for the output voltage for a multiplier IC configured as a divider.
Module IV: Active Filters, Voltage Regulators Number of Hours:10
1. Sketch and explain typical frequency response graphs for active LPF, HPF,
BPF and BSF.Analyze each of these circuits to determine its performance.
2. Learn the basics of series Op-Amp regulator.
3. Sketch and explain the circuit of 723 general purpose regulators.
Lesson Plan:
Page 120
Reference
Teaching PO’s CO’s
Lecture No Topics Covered book/
Method Attained Attained
chapter no
Active Filters –First order Low

pass filter,
L32 Second order Low pass filter, Chalk & board 1 T1/11
L33 First order high pass filter, Chalk & board 1 T1/11
L34 Second order high pass filter. Chalk & board 1 T1/11
L35 Band pass filter Chalk & board a, b, c, e & 1 T1/11

h
L36 Band stop filter. Chalk & board 1 T1/11
L37 Voltage Regulators: Introduction, Chalk & board 2 T2/6
L38 Series Op-amp regulator, Chalk & board 2 T2/6
L39 IC voltage regulators. Chalk & board 2 T2/6
L40 723 general purpose regulators. Chalk & board 2 T2/6
Question Bank
1. Design a first order high pass Butterworth filter with cutoff frequency 2 KHzand pass
band gain 2. Draw the relevant circuit diagram.
2. Design a second order high pass filter to have a cut-off frequency of 12 KHz. Use 741 Op-
Amp.
3. Design a first order active low pass filter with cutoff frequency 1 KHz. Use 741 Op-Amp.
4. Design a second order low pass filter to have a cut-off frequency of 1 KHz. Use 741 Op-Amp.
5. Design an adjustable (3V-28V) with a short circuit limit of 60 mA using 723 regulator.
6. Design a voltage regulator using 723 to get an output voltage of 3V.
Module V: Phase Locked Loop, DAC and ADC

Number of Hours: 10
convertor and Other IC Application
Page 121
1. Learn the basic principles of Phase Locked Loops in terms of Phase detector/
Comparator and VCO
2. Learn the various ADC and DAC circuits.
3. Learn the building blocks of 555 timer.
4. Learn the operation of Astable and Monostable multivibrators using 555 timer.
Page 122
Lesson Plan:
Reference
Teaching CO’s
Lecture No Topics Covered PO’sAttained book/
Method Attained
chapter no
L41 Phase locked loop: Basic Principles, PPT 3 T2/9
L42 Phase detector/comparator, PPT 3 T2/9
L43 VCO, PPT 3 T2/9
DAC and ADC convertor: DAC using

L44 PPT 3 T2/10
R-2R
L45 ADC using Successive approximation. PPT 3 T2/10

a, b, c, e & h
ADC using Successive approximation
L46 PPT 3 T2/10
contd.
L47 Other IC Application: 555 timer, PPT 3 T2/8
L48 Basic timer circuit PPT 3 T2/8
L49 555 timer used as Astable PPT 3 T2/8
L50 Monostable multivibrator. PPT 3 T2/8
Question Bank
1. With a block diagram explain the working of a PLL.
2. With neat diagram and waveforms explain the working of Astable and Monostable
multivibrators and derive the expression for the same.
3. List the features of the 555 timer? Briefly explain the differences between the two modes of
operation.
4. Briefly explain the roles of a low pass filter and VCO in PLL.
5. What is the difference between the A-D and D-A converters? Give one application of each.
6. Define the following terms for D-A converters: resolution, settling time, conversion time.
Page 123
7. Discuss the functioning of an inverting amplifier as a Schmitt trigger. Draw the relevant circuit
diagram, Input-Output waveforms and plot of hysteresis voltage.
8. Discuss the functioning of 555 timer as monostable multivibrator. Write the relevant IC pin
diagram and block schematic of the circuit.
Page 124
8. Portion for IA tests:
Test Modules
Fist IA Test Module I & II
Second IA Test Module II & III
Third IA Test Module IV& V
9. PROGRAM OUTCOMES
a. An ability to apply knowledge of mathematics, science and engineering.

b. An ability to design and conduct experiments as well as to analyze and interpret data in the
field of Electronics & Communication engineering.
c. An ability to design a system, component or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety
manufacturability and sustainability.
d. An ability to function on multi-disciplinary teams.
e. An ability to identify, formulate and solve Electronics & Communication engineering related
problems.
f. An understanding of professional and ethical responsibility.
g. An ability to communicate effectively.
h. The broad education necessary to understand the impact of Electronics & Communication
engineering solutions in a global, economic, environmental and societal context.
i. A recognition of the need for and an ability to engage in lifelong learning.
j. A knowledge of contemporary issues in Electronics & Communication engineering.
k. An ability to use the techniques, skills and modern engineering tools necessary for
Electronics & Communication engineering practices.
l. An ability to understand project management and finance.
Page 125
Assignment Questions
Cos
Attained
1 Explain with neat diagram working of basic Op-amp circuit. 1
Define the following terms with respect to Op-amp and specify the typical
2 values for IC 741. 1
1) CMRR 2) PSRR 3) Slew Rate 4) Input offset voltage
Two signals which each range from 0.1V to 1V are to be summed and
3 amplified by a factor of 10. Using 741 Op-amp design a suitable inverting 1
summing circuit.
Explain the operation of High Zin capacitor-coupled voltage follower, write the
4 1
design steps for BIPOLAR and BIFET Op-amps.
With neat circuit diagram, explain the operation of High Input Impedance
5 Full-Wave precision rectifier. Draw the voltage waveform at various point and 2
write appropriate equations and show how full-wave rectification is done.
Assignment II
Explain with relevant diagram the operation of a negative clamper using Op-
1 2
amp.
Explain the operation of a voltage follower peak detector circuit, indicating
2 2
the input and output voltage waveforms.
Draw and explain an Op-amp sample and hold circuit with signal, control and
3 2
output waveforms.
4 Derive an expression for output voltage of a fundamental log amplifier. 2
With neat circuit diagram and waveform, explain the operation of inverting
5 2
Schmitt trigger circuit.
Assignment III
Using 741 Op-amp, design a second order HPF with a cut-off frequency of
1 1
4.5KHz.
2 Give the basic block schematic of PLL and explain the function of each block. 3
Design a voltage regulator using IC723 to get an output voltage of 3V. also
3 2
draw the circuit.
4 Explain the working of IC 555 as a monostable multivibrator.
With necessary circuit diagram and equations, explain the working of R-2R
5 3
ladder DAC.
Page 126
Page 127
VTU Question Paper
Page 128
Page 129
MICROPROCESSOR LAB
Semester: IV Year: 2017-18
Subject code: 15ECL47 IA Marks : 20

Number of lecture hours / week : 01 hour instructions + VTU Exam marks : 80
02 hours laboratory
Credits : 02 Exam : 3 Hours
PART A
Expt. No . Name of the Experiment
01 ALP to transfer a word from source to destination

02 ALP to exchange the block of data
03 ALP to transfer a byte from source to destination
04 ALP to add two 64-bit numbers
05 ALP to subtract two 64-bit numbers
06 ALP to multiply two unsigned hexadecimal numbers.
07 ALP to multiply two signed hexadecimal numbers.
08 ALP to divide 16 / 8 bit unsigned hexadecimal numbers.
09 ALP to divide 8 bit signed hexadecimal numbers.
10 ALP to use ASCII adjustment instructions(addition of two numbers)
11 ALP to use ASCII adjustment instructions (Subtraction of two numbers)
12 ALP for convert 8 bit BCD to Binary conversion
13 ALP for convert 16 bit BCD to Binary conversion
14 ALP for convert 8 bit Binary to BCD conversion
15 ALP for convert 16 bit Binary to BCD conversion
16 ALP to find the square of given data
17 ALP to find the cube of given data
18 ALP to find LCM of a given two 16 bit data
19 ALP to find number of positive and negative numbers in a given array
20 ALP to find the factorial of a given 8 bit data
21 ALP for finding given data is positive or negative

22 ALP for finding given data is even or odd
23 ALP for finding 1’s and 0’s in a given data
24 ALP to read a character from a keyboard
25 ALP to sort an array in descending order
Page 130
26 ALP to sort an array in ascending order
27 ALP to check the word for palindrome in bit wise
28 ALP to find the given data is 2 out of 5 code or not
29 ALP to find sum of an array
30 ALP to display character on console

31 ALP to display string on console
32 ALP to check the palindrome of a string
33 ALP to search a character in a string
34 ALP to reverse a string
35 ALP to transfer a string from source to destination
36 ALP to find largest number in an array
37 ALP to interface stepper motor in anti clockwise
38 ALP to interface stepper motor in clockwise
39 ALP to solve Boolean equations using logic controller
40 ALP to display a message on seven segment display
41 ALP to read data from the file
42 ALP to write data into the file
43 ALP to create a file using DOS Interrupt INT 21H
44 ALP to set system time using DOS Interrupt INT 21H
45 ALP to set system data using DOS Interrupt INT 21H
Page 131
LIC & Communication Lab (15ECL48)
Semester: IV Year: 2017-18 (Odd)
Subject code: 15ECL48 IA Marks : 20

Number of lecture hours / week : 01 hour instructions + VTU Exam marks : 80
02 hours laboratory
Credits : 02 Exam : 3 Hours
Experiment
Name of the Experiment
No.
1 Design active second order Butterworth low pass and high pass filters
2 Design of Monostable and Astable Multivibrator using 555 Timer
3 Amplitude modulation using transistor/FET (Generation and detection)
4 Frequency modulation using IC 8038/2206 and demodulation
Design 4 bit R – 2R Op-Amp Digital to Analog Converter
5 (i)using 4 bit binary input from toggle switches and
(ii) by generating digital inputs using mod-16 counter
6 Design Adder, Integrator and Differentiator using Op-Amp
7 Design BJT/FET Mixer
8 Design of RC Phase shift and Wein’s bridge oscillators using Op-amp
Design an instrumentation amplifier of a differential mode gain of “A‟ using

9
three amplifiers
10 Demonstrate Pulse sampling, flat top sampling and reconstruction
11 DSBSC generation using Balance Modulator IC 1496/1596
12 Frequency synthesis using PLL
Page 132

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INDEX

Sl. No Subject code Subject Page No

2 15MAT41 Engineering Mathematics – IV 3

4 15EC43 Control Systems 53

9 15ECL48 LIC and Communication Lab 131

Department Vision and Mission

Programme Educational Objectives (PEOs)

Program outcomes (POs)

Program Specific Outcomes (PSOs)

Semester: IV Year: 2016-17

Question paper pattern:

1.3. Overview of the course:

1.4. Relevance of the course to this program:

Series Solution of ordinary differential equations and special functions :

Joint Probability:Problemsin Economics, Biology or social science needs statistical method

Stochastic Process:Stochastic process can be used to analyzeand solve diver’s range of

Module - 1 Title : Numerical Methods Planned Hours: 08

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

1. Recallthe various formulae

Teachin PSO POs COs Ref

1. Using Taylor’s series method, compute the solution of:

3. Employ Runge-Kutta method of fourth order to solve the equation

4. Using Milne’s method and Adams–Bashforth’s predictor- corrector method,

Y: 1 1.1 1.231 1.402

Module - 2 Title : Numerical Methods Planned Hours: 12

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

1. Recall the various formulae

Teachi PSOs POs COs Ref

Lecture ng attaine attaine Book/

L09 Numerical solution of second

Questions Bank COs

1. Using Runge-Kutta method find third approximation to the values

2. The angular displacement of θ of a simple pendulum is given by the

6. Use Frobenius method to solve the equations

13. Prove the Rodrigue’s Formula Pn(x) =

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

1. Identify the analytic functions

5. Evaluate Complex Line Integrals by using Cauchy’s theorem and formula

8. Find the Bilinear transformation and the corresponding invariant points

Teachin PSO POs COs Ref

Questions Bank COs

4.Construct analytic function f(z) = u + iv as a function of z using the

5.If f(z) = u + iv is an analytic function of z,then prove that

6. Show that𝑣 = 𝑐𝑜𝑠𝑥𝑠𝑖𝑛ℎ𝑦 is harmonic and find its harmonic conjugate.

where C is the circle :z – a = r.

a) x = t + 1 , y = 2t 2 – 1 b) the straight line joining (1 - i ) & (2 + i)

27.Find the sum of the residues of 2

i)|𝑧| = 1 ii)|𝑧 + 1 − 𝑖| = 2 iii)|𝑧 + 1 + 𝑖| = 2

Module - 4 Title Probability Distributions Planned Hours: 09

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

1. Identify Random variables, Discrete and continuous probability distributions.

Teaching PSOs POs COs Ref

Questions Bank COs

a) Find k b) Evaluate P(x < 6) c) Evaluate P(x  6) d) P

17. The marks of 1000 students in an examination follows a normal

21. The joint distribution of two random variables X and Y is as follows.

22. X and Y are independent random variables. X take values 2, 5, 7 with

MODULE:5 Title:SAMPLING THEORY & Planned Hours: 09

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

1. Outline the process of sampling made in daily life.

3. A random sample of 400 items chosen from an infinite population is

4. One type of aircraft is found to develop engine trouble in 5 flights out