& d*ed*doJt* saogd S*&6ade.

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,'&e3aj$ sFfJ$1r;! OFF+\,'g Beoslfi_ *Fir*,i* imr*Aerl ri,$,d!dffi* G;., a#;&msui1)
"xgd d" r,{rlr t', [.3drr, i>* eq6cs ${i. Si$-J €-*S, tf) $ g
Visvesvaraya Technological University
{State Universi$r Gor.ernnrent of I{arnataka
of prr .A{t, Est*}r}ishecd as tnre V'I'{-l ,.qq4J
"fnana Sarng;rrna" Selagawi-S90$1 8, Karnatak;r, Xr:dia
Ilhcne: (O831) ?4941$$, Fax: (O831) 24O:i467, l{,,ehsiiei yril.a{.r,!

Dr. A. S. Deshpand€s.e., M.rech., ph.D. Phone: (0831) 2498100

Registrar Fax: [0831) 2405467
Ref: VrU/B GM/ErJS/Ae /2021.-22 / 5_qgt
""' Hr Dtc zozl
CIRCULAR

Subject: 1st and 2'd -semester scheme(2021,) of Teaching and Examinations

regarding.
Reference: Hon'ble Vice-Chancellor's approval dated: 03.12.2021
The courses,21lDT19- Innovation and Design Thinking [offered in 1.t serdester both
for chemistry and physics groups) and 21SFH29- Scientific Foundations of Health [offered in
2'd semester both for chemistry and physics group) are compulsory ccurses for the students
admitting to 1st year B.E./B.Tech. programs.
A slight modification is made in the scheme of teaching and examinations to offer both
the courses in 1't as well as 2ndsemester for 50:50 strength of intake. The scheme is attached
with this circular for reference and needful. Also, 3-B semesters scheme template has been
attached for stakeholder's information.
All the principals of Engineering Colleges are hereby informed to bring the content of
this circular to the notice of the concerned. Please note: corrected scheme of programs is
made avai lable @ https: //vtu.ac.in / en / b- e- scheme-syllabus/#menu 0 5
sd/-
Registrar
Encl: As mentioned above.
To,
. All the Principals of the Engineering Colleges under the ambit of VTU Belagavi.
Copy to:
1,. The Hon'ble Vice-Chancellor through the secretary to VC for information
2. The Registrar(Evaluation) for information and needful
3. The Registrar's 0ffice, VTU, Belagavi, fcr information.
4. The Special 0fficer, Academic Section, VTU Belagavi, for information.
5. The Director ITI SMU CNC for information and to upload the circular on the VTU web portal

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iL}CS 13.iC).202i i IC 3'i.],J.l0li

I Semester
INNOVATION and DESIGN THINKING
Course Code zLtDTtg /29 CIE Marks 50
Teachins Hours/Week [L: T:P: Sl l-:0:0 SEE Marks 50
Total Hours of Pedasosv 25 Total Marks 100
Credits 01 Exam Hours 02

Course Category: Foundation

Preamble: This course provides an introduction to the basic concepts and techniques of
engineering and reverses engineering, the process of design, analytical thinking and ideas, basics
and development of engineering drawing, application of engineering drawing with computer aide.
Course obiectives:
. To explain the concept of design thinking for product and service development
o To explain the fundamental"concept of innovation and design thinking
o To discuss the methods of implementing design thinking in the real world.
Teaching-Learning Process [General Instructions)
These are sample Strategies; which teachers can use to accelerate the attainment of the u#iom course
outcomes.
1. Lecturer method [L) does not mean only the traditional lecture method, but a different type of
teaching method may be adopted to develop the outcomes.
2. Show Video/animation films to explain concepts
3. Encourage collaborative [Group Learning) Learning in the class
4. Ask at least three HOTS (Higher-order Thinking) questions in the class, which promotes critical
thinking
5. Adopt Problem Based Learning (PBL), which fosters students'Analytical skills, develops thinking
skills such as the ability to evaluate, generalize, and analyze information rather than simply recall
it.
6. Topics will be introduced in multiple representations.
7, Show the different ways to solve the same problem and encourage the students to come up with
their own creative ways to solve them.
B. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding.

Module-1
PROCESS OF DESIGN
Understanding Design thinking
Shared model in team-based design - Theory and practice in Design thinking - Explore presentation
signers across globe - MVP or Prototyping
Teaching- Introduction about the design thinking: Chalk and Talk method
Learning Theory and practice through presentation
Process MVP and Prototyping through live examples and videos
Module-2
Tools for Design Thinking
Real-Time design interaction capture and analysis - Enabling efficient collaboration in digital space
- Empathy for design - Collaboration in distributed Design
Teaching- case studies on design thinking for real-time interaction and analysis
Learnins

1t3
 ll rii )l1i: / i:r'2i] iii )C.;i

Simulation exercises for collaborated enabled design thinking

Live examples on the success of collaborated design thinking

Design Thinking in IT
Design Thinking to Business Process modelling - Agile in Virtuai collaboration environment - Scenario
based Prototyping

Teaching- Case studies on design thinking and business acceptance ofthe design
Learning Simulation on the role of virtual eco-system for collaborated prototyping
Process
Module-4
DT For strategic innovations
Growth - - Strategic Foresight - Change - Sense Making - Maintenance
Story telling representation
Relevance - Value redefinition -"'E"t.... Competition - experience design - Standardization -
Humanization - Creative Culture - Rapid prototyping, Strategy and Organization - Business Model
design.
Teaching- Business model examples of successful designs
Learning Presentation by the students on the success of design
Process Live oroiect on desisn thinkine in a srouD of 4 students
Module-5
Design thinking workshop
Design Thinking Work shop Empathize, Design, Ideate, Prototype and Test
Teaching- B hours design thinking workshop from the expect and then presentation by the students
Learning on the learning from the workshop
Process
Course Outcomes:
Upon the successful com Ietion of the course, students will be able to:
Knowledge Level
(Based on revised
Bloom's Taxonom
Appreciate various design process procedure
Generate and develop design ideas through different
technique
Identify the significance of reverse Engineering toUnderstand

Draw technical drawing for design ideas

d til

zt 3
Assessment Details (both CIE and SEE)
methods oi CIE need to be defined topic wise i.e.- Tests, MCQ,
Quizzes, Seminar or micro project/Course
Project, Term Paper)
The weightage of Continuous Internal Evaluation (CIEJ is 50% and for Semester End Exam
(SEE] is 50%.
The student has to obtain a minimum of 350/o of maximum marks in SEE and a minimum
of 40o/o of
maximum marks in CIE. Semester End Exam (SEEJ is conducted for 100 marks hours'duration)
[3 and
scaled down to 50 marks. Based on this grading will be awarded.
The student has to score a minimum of 40o/o [40 marks out of 100) in the sum total of the clE
(Continuous Internal Evaluation) and SEE [Semester End Examination) taken together,
Continuous Internal Evaluation:
Three Unit Tests each of 20 Marks (duration 01 hour)
1. First test at the end of 5th week of the semester
2. Second test at the end of ihe 10th week of the semester
3. Third test at the end of the 15th week of the semester
(All tests are similar to the sEE pattern i.e question paper pattern is MCe)
Two assignments each of 10 Marks
' i
4. First assignment at the end of 4rh week of the semester
5. Second assignment at the end of 9th week of the semester
Report writing /Group discussion/Seminar any one of three suitably planned to attain
the COs
and POs for 20 Marks (duration 01 hours)
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will
be out of 100
marks and will be scaled down to S0 marks

CIE methods /question paper is designed to attain the different levels of Bloom's taxonomy as
per the outcome defined for the course.
Semester End Examination :
Theory SEE will be conducted by University as per the scheduled timetable, with
common question
papers for subject
SEE paper willbe set for 50 questions of each of 01 marks. The pattern of the question paper is
MCQ. The time allotted for SEE is 01 hours

Suggested Learning Resources:

Text Books :

l. John.R.Karsnitz, Stephen o'Brien and John p. Hutchinson, .,Engineering Design,,,cengage

learning (lnternational edition) Second Edition, 2013.
2' Roger Martin, "The Design of Business: Why Design Thinking is the Next
Competitive Advanrage,,,
Harvard Business Press, 2009.
3' Hasso Plattner, Christoph Meinel and Larry Leifer (edsJ, "Design Thinking:
Understand - Improve
- Apply", Springer, 2011
4' Idris Mootee, "Design Thinking for Strategic Innovation: What They Can't Teach you
at Business
or Design School", John Wiley & Sons 2013.

3B
References:
5. Yousdf Haik and Tamer M.Shahin, "Engineering Design Process", Cengagelearning, Second
Edition,2011.
6, Book - Solving Problems with Design Thinking - Ten Stories of What Works fColumbia Business
School Publishingl Hardcover - 20 Sep 2013by Jeanne Liedtka (AuthorJ, Andrew King (AuthorJ,
Kevin Bennett [AuthorJ.
Web links and Video Lectures (e-Resources):
L. rvwtv.ttttor2u.nrlt/busines5^/presentationsl. lproductlifecycle/ciefault.html
2. lrttps://docs.oracle.com/cd/!i11108_0'Z/otn/ptdf l. /F)1 i087*01.prtf
3. lvr,vrv.bizfilings.com r Home , Marheting Frociuct Developmen >

4. https://rvww.mindtools.corl/brainstm.html
5. ltttps://wr,r,rv.quicitsprout.con:/. /how-to-reverse-e*gineer-your-competit
6. www.vertabelo.com/biog/documentation/reverse-engineering
lr ttp s :
// s uppo rt. nr i c ro s o f t. c ofii /e n-us / kb/ 273B1 4
7. https://support.google,com/docs/answer/179740?h1=en
B. https://www,youtube,com/watch?v=2mjSDIBaUlM
thevirt.ualinstruclor,com/ioreshortening, h tml J
https://dschool.stanford.edu/.../designresources/.../ModeGuideBOOTCAMP20l-0L.pdf
https://dschool.stanford.edu/use-our-methods/ 6. https://www.interaction-
design.org/literature/article/5-stages-in-the-design-thinking-process 7.
http://www.creativityatwork.com/design-thinking-strategy-for-innovation/ 49 B.
https //www.nngroup.com/articles/design-thinking/ 9.
:

https: //designthinkingforeducators.com/design-thinking/ 10.

www.designthinkingformobility.org/wp-content/.../10/NapkinPitch_Worksheet.pdf

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

. http: / /dschool.stanford.edu /dsift /

https ://onlinecourses.nptel.ac.in/no c1 9_mg60/preview

4t3
II Semester - AEC Course
Scientific Foundations of Health
27SFH19/29 CIE Marks

Teaching Hours/Week (L:T:P: SJ SEE Marks

Total Hours ofPedagogy 02 Hours/Week Total Marks
Exam Hours 60 Minutes / 01 Hour

Course obiectives:
The course 27SFHZ9 will enable the students:
. To know about Health and wellness (and its Beliefs)

' To acquire Good Health & It's balance for positive mind-set
. To Build the healthy lifestyles for good health for their better future
o To Create of Healthy and carin! relationships to meet the requirements of MNC and LpG world

' To learn about Avoiding risks and harmful habits in their campus and outside the campus for their bright
future
r To Prevent and fight against harmful diseases for good health through positive mindset J
Teaching-Learning Process [General Instructions)
These are sample Strategies, which teacher can use to accelerate the attainment ofthe various course outcomes.
'/ Teachers shall adopt suitable pedagogy for effective teaching - learning process. The pedagogy shall
involve the combination of different methodologies which suit modern technological tools and software's
to meet the present requirements of the Global employment market.
(i) Direct instructional method I Low /Old Technology),
[iiJ Flipped classrooms ( High/advanced Technological toolsJ,
(iii) Blended learning ( combination of both),
(iv) Enquiry and evaluation based learning,
[v) Personalized learning,
(viJ Problems based learning through discussion,
(viiJ Following the method of expeditionary learning Tools and techniques,
'/ Apart from conventional lecture methods, various types ofinnovative teaching techniques through videos,
animation films may be adapted so that the delivered Iesson can progress the students In theoretical
applied and practical skills in teaching of the concepts of Health and Wellness in general.

Module-1
Good Health and lt's balance for positive mindsetr
What is Health, Why Health is very important Now? * What influences your Health?, Health and Behaviour,
Health beliefs and advertisements, Advantages ofgood health (Short term and long term benefits), Health
and Society, Health and family, Health and Personality - Profession. Health and behaviour, Disparities
of
health in different vulnerable groups. Health and psychology, Methods to improve good psychological
health. Psychological disorders (stress and Health - Stress managementJ, how to maintain good health,
Mindfulness for Spiritual and Intellectual health, Changing health habits for good health. Health and
personality.
Chalkandtalkmethod,PowerPointpreSentationandyouT,biffi
methods. creating real time stations in classroom discussions. Giving activities
&assignments.
Module-2

| | lu r.
,*,. t:
Building of healthy Iifestvles for better futurei
Developing a healthy diet for good health, Food and health, Nutritional guidelines for good health and well
beinghess, obesity and overweight disorders and its management, Eating disorders - proper exercises for
its maintenance (Physical activities for healthJ, Fitness components for health, Wellness and physical
function,
Chalk and talk method, PowerPoint presentation and YouTube videos, Animation videos
Teaching-Learning
methods. creating real time stations in classroom discussions. Giving activities &
Process
assignments.
Module-3

Building communication skills (Listening and speaking), Friends and friendship - education, the value of
relationships and communication, Relationships for Better or worsening of life, understanding of basic
instincts oflife (more than a biology), Changing health behaviours through social engineering,
Teaching-Learning Chalk and talk.rfrethod, PowerPoint presentation and Animatio" uiauos n,.tfroas-..rtirrg
Process real time stations in classroom discussions. Giving activities and assignments.
Module-4
Avoiding risks and lrarmful habits : j
Characteristics of health comprornising behaviors, Recognizing and avoiding of addictions, gow addictio,
develops and addictive behaviors, Types of acldictions, influer.rcing factors for adclictior.rs, Dit'lbrences
betr,veen addictive people and non aclclictive people anci tlieir behavior with sociely, Effects anri health
hazards from addictrr:ns such as..., how to recovery lrorn arkiictions.
Teaching-Learning Chalk and talk method, PowerPoint presentation and Animation videos methods. ir.rtirg
Process real time stations in classroom discussions. Giving activities and assignments.
Module-5
Freventing and fighting against diseases for good health ;
Pror:ess of int'ections ancl reasons for it, Hora; to protect from ditfbrent types of transmittecl inf'ections such
4s....,
Cltrrent trends ol socio economic irnpact of reducing your risl< of disease, I{ou/ to reriuce risks fbr goocl
health,
Reducing risks and coping with chronic conditiclns, Management of chronic illness fbr Quality of life,
Health and Wellness olyor,rth : a challenge lor the r.rpcoming iirture N4easuring of health ancl wealth status.
Chalk and talk method, PowerPoint presentation and YouTube videos, Animation videos
Teaching-Learning
methods. creating real time stations in classroom discussions. Giving activities &
Process
assignments.
Course outcome (Course Skill Set)
At the end olthe course the student will be able :
CO 1: To understand Health and wellness (and is Beliefs)
C0 2: To acquire Good Health & It's balance for positive mindset
c0 3: To inculcate and develop the healthy lifestyle habits for good health.
CO 4: To Create of Healthy and caring relationships to meet the requirements of MNC and LpG world
CO 5: To adopt the innovative & positive methods to avoid risks from harmful habits in their campus & outside
the
campus.
C0 6: To positively fight against harmful diseases for good health through positive mindset.

,t1:..
4 I : .r i'., (l
Assessment Details fboth CIE and SEE)
methods of CIE need to be defined topic wise i.e.- Tests, MCQ, Quizzes, Seminar or micro project/Course
Project, Term'Paper)
The weightage of Continuous Internal Evaluation (CIE) is 500/o and for Semester End Exam (SEEI is 50%.
The student has to obtain a minimum of 35o/o of maximum marks in SEE and a minimum of 400/o of
maximum marks in CIE. Semester End Exam (SEE) is conducted for 1-00 marks [3 hours' duration) and
scaled down to 50 marks. Based on this grading will be awarded.
The student has to score a (40 marks out of 100) in the sum total of the
minimum of 40o/o CIE
[Continuous Internal Evaluation) and SEE (Semester End Examination) taken together.

Continuous Internal Evaluation:

Three Unit Tests each of 20 Marks (duration 01 hourJ
1.. First test at the end of 5th week of the semester
2. Second test at the end of tlie 10th week of the semester
3. Third test at the end of the 15th week of the semester
(All tests are similar to the SEE pattern i.e question paper pattern is MCQ)
Two assignments each of 10 Marks
j
4. First assignment at the end of 4th week of the semester
5, Second assignment at the end of 9th week of the semester
Report writing /Group discussion/Seminar any one of three suitably planned to attain the C0s
and POs for 20 Marks fduration 0l hoursJ
6. At the end of the 13th week of the semester
The sum of three tests, two assignments, and quiz/seminar/group discussion will be out of 100
marks and will be scaled down to 50 marks

CIE methods /question paper is designed to attain the different levels of Bloom's taxonomy as
per the outcome defined for the course.
Semester End Examination:
Theory SEE will be conducted by University as per the scheduled timetable, with common question
papers for subject
SEE paperwill be set for 50 questions of each of 01 marks. The pattern of the question paper is
MCQ. The time allotted for SEE is 0l hours

Suggested Learning Resources:

I . Health Psychology [second editionJ by Charles Abraham, Mark Conner, Fiona Jones and Daryl O'Connor -
Published by Routledge 711 Third Avenue, New York, NY 10017.
2. Health Psychology - A Textbook, FOURTH EDITION by Jane Ogden McGraw Hill Education (tndia)
Private Limited - 0pen University Press
3. HEALTH PSYCHoLOGY (Ninth Edition) by SHELLEY E. TAYLoR - University of California, Los Angeles,
McGraw Hill Education flndia) Private Limited - Open Universiry Press
4. Scientific Foundations of Health (Health & Welness) - General Books published for university and
colleges references by popular authors and published by the reputed publisher.
1) SWAYAM / NPTL/ MOOCS/ We blinks/ Internet sources/ YouTube videos and other materials / notes

3lirxrlr:
Activity Based Learning (Suggested Activities in class)/ practical Based learning
'/ Contonts related activities [Activity-based discussionsJ
'/ For active participation ofstudents, instruct the students to prepare Flowcharts and Hanciouts
'/ Organizing Group wise discussions and Health issues based activities
,/ Quizzes and Discussions
/ Seminars and assigirments

4l*)*X1*