Title of the Course: Programming in C Semester: I/II

BBPICB105/205 CIA Marks 50

Course Code:
SEE Marks 100
Student Learning Hours (L:T:P:S) [Link] Total Marks 100
Credits 3 Exam Hours 3
Examination Type (SEE) Theory
PL -
S – Self CL - Cognitive
L - Lecture T – Tutorial P – Practical Psychomotor
Study Level
Level
CL PL
COs Course Outcome: At the end of the course, the students will be able to (Highest
(Highest Level)
Level)
CO1 Describe the fundamental concepts and syntax of C programming. 3 -
CO2 Apply logical skills to solve problems using conditional and looping 3
3
constructs.
Explore the use of user-defined arrays in the implementation of 3
CO3 3
problem-solving strategies.
CO4 Design & develop applications using strings, pointers 3 3
Design & develop solutions to problems using functions & perform 3
CO5 3
data retrieval using file operations.
CO – Assessment Mapping
Course Continuous Internal Assessment Semester
Outcomes CIE I CIE II Assignment/Activities End Exam
12.5% 12.5% 25% 50%
CO 1 M1 M1 M1
CO 2 M2 M2 M2
CO 3 M3 M3 M3 M3
CO 4 M4 M4 M4
CO 5 M5 M5 M5
Course Contents
Module 1 CO1 CL: 3 / PL: -

PRINCIPLES OF C PROGRAMMING:
Overview of C: A Brief History of C, C Is a Middle-Level Language, C Is a Structured Language,
C Is a Programmer's Language, Compilers Vs. Interpreters, The Form of a C Program, The Library
and Linking, Separate Compilation, Compiling a C Program, C's Memory Map. Algorithms, Pseudo
Code & Flow Chart, Type of errors. Variables, Handling Input and Output operations

Textbook 2: Chapter 1(1.3,1.4)

Textbook 1: Chapter 8(8.4-8.5), Chapter 9(9.1-9.14)
Module 2 CO2 CL: 3 / PL: 3
Programming Constructs: Operators in C, Type conversion and Type Casting, Introduction to
Decision Making and control statements, Iterative statements, Nested loops, break, continue and go to
statements.

Textbook 1: Chapter 9(9.15-9.16), Chapter10(10.1-10.6)

Atria Institute of Technology | Curriculum | 2025

 Module 3 CO3 CL:3 / PL:3
Arrays: Introduction to Arrays, Declaration of arrays, Accessing the elements of an array, storing
values in arrays, operations on arrays, passing arrays to functions. Two – Dimensional arrays,
operations on 2D arrays, passing 2D arrays to functions.
String Operations: Introduction, Declaration and Initializing String Variables using arrays

Textbook 1: Chapter 12(12.1-12.9), Chapter 13(13.1)

Module 4 CO4 CL: 3/ PL:3

String Operations (Cont.) String operations with and without built-in functions.
Functions: Need for Functions, Types of functions (User Defined and Built –In), working with
functions, Definition, declaration and its scope, Storage classes (Automatic, Static, Extern, Register).
Recursion: Introduction, types of recursions, Example programs (Factorial, Fibonacci Series, Towers
of Hanoi), Recursion Vs iteration.

Textbook 1: Chapter 13(13.4), Chapter 14(14.1-14.12)

Module 5 CO5 CL:3 / PL: 3

Pointers: Introduction, Benefits of using pointers, Declaration and Initialization of pointers,

obtaining a value of a variable, typecasting of a pointer, Arithmetic Operations using pointers,
pointers and strings, arrays of pointers.
File Management in C: Introduction, Defining and opening a file, Closing file, Input/output during
I/O operations, Random access to files, Command Line arguments.

Textbook 1: Chapter 11(11.1-11.13), Chapter 16(16.1-16.7)

Textbooks:
1. Computer Fundamentals and programming in C Reema Thareja, Oxford University Third
edition 2023 ([Link]
2. Hassan Afyouni, Behrouz A. Forouzan. “A Structured Programming Approach in C”, 4th
Edition, Cengage
Reference Books:
1. Programming in ANSI C” by E Bala Guruswamy Tata McGraw-Hill 8th Edition 2019.
2. “The 'C' Programming Language” by Brain W Kernighan and Denis Ritchie Prentice Hall of
India Second edition 2023
Reference Web Links:
1. [Link]/econtent/courses/video/BS/[Link]
2. [Link]
3. [Link] (Stanford Lecture Series)

Atria Institute of Technology | Curriculum | 2025

 Title of the Course: Programming in C Lab Semester: I/II
CIA Marks 50
Course Code: BBPICBL107/207
SEE Marks 50
Student Learning Hours
[Link] Total Marks 100
(L: T:P:S)
Credits 1 Exam Hours 3
Examination Type (SEE) Laboratory
PL -
CL - Cognitive
L - Lecture T – Tutorial P – Practical S – Self Study Psychomotor
Level
Level
CL PL
COs Course Outcome: At the end of the course, the students will be able to (Highest
(Highest Level)
Level)
CO1 Develop Programs in C using conditional and looping constructs 3 2
Design and develop programs using appropriate data structure and
CO2 3 3
function
CO3 Design and develop programs using file operations 3 3
PART – A
CONVENTIONAL EXPERIMENTS
Sl. No Experiments
A robot needs to find how far it must travel between two points on a 2D plane. Develop a C
1. program to calculate the straight-line distance between the given coordinates.

Develop a C program that takes a student's marks as input and displays their grade based
on the following criteria:
2. 90 and above: Grade A, 75 to 89: Grade B
60 to 74: Grade C,50 to 59: Grade D Below 50: Grade F
Choose a suitable control structure to implement this logic efficiently

Develop a C program that takes a unique identification input like PAN Number,
AADHAR_Number, APAAR_Id, Driving License, Passport and checks it against a set
3. of stored KYC records. Based on the input, display whether the individual is verified or
not. Use an appropriate control structure to handle multiple possible ID matches. Assume
all unique identification are of integer type.

A math app needs to determine the type of roots for a quadratic equation based on user
4. input. Develop a C program to calculate and display the roots based on the given
coefficients

A sensor in a robotic arm needs to calculate the angle of rotation in real-time, but the
5. hardware doesn't support built-in trigonometric functions. Develop a C program to
approximate the value of sin(x) using a series expansion method for improved performance.

Develop a C program that accepts a course description string and a keyword from the
user. Search whether the keyword exists within the course description using appropriate
6. string functions. If found, display: "Keyword '<keyword>' found in the course
description." Otherwise, display: "Keyword '<keyword>' not found in the course
description."

7. Develop a C program that takes marks for three subjects as input. Use a function to
Atria Institute of Technology | Curriculum | 2025
 check if the student has passed (minimum 40 marks in each subject). Display the average
and whether the student passed or failed.

In an ATM system, two account balances need to be swapped temporarily for validation.
8. Develop a C program that accepts two balances and uses a function with pointers to swap
them. Display the balances before and after swapping.

Develop a C program to perform the File operations (i) open a file (ii) update a file (iii)
9. close a file

10. Develop a C program to count the number of lines in a file.

PART – B
TYPICAL OPEN-ENDED EXPERIMENTS
Two registers in a system store value that need to be exchanged. Sometimes the swap is
done using an extra memory location, while in other cases it is done directly without extra
1. storage. Develop a C program to swap values of two variables with and without using a
third variable.

A digital verification system uses Armstrong numbers to validate inputs. A number is

2. Armstrong if the sum of the cubes of its digits equals the number itself (e.g., 153 = 1³ + 5³ +
3³). Develop a C program to check whether a given number is an Armstrong number.

In a competitive exam scoring system, three candidates’ scores are compared to identify the
highest and lowest marks. Additionally, the system checks if these marks are prime
3. numbers to award bonus points. Develop a C program to find the largest and smallest
among three entered numbers and also display whether the identified largest/smallest
number is prime or not.

A cultural event requires a digital display that shows star patterns for decoration. The
4. system should generate the required pattern automatically. Develop a C program to display
the given pattern using nested loops.

A data backup system needs to duplicate records from one memory block into another.
5. Instead of using array indexing, pointers are used for efficient access and copying. Develop
a C program to copy one array element to another array using pointers.

Suggested Learning Resources:

Textbook:
[Link] Afyouni, Behrouz A. Forouzan. “A Structured Programming Approach in C”, 4th Edition,
Cengage.
Reference books:
1. Schildt, Herbert. "C the complete reference", 4th Edition, Mc GrawHill.
2. Brian W. Kernighan and Dennis M. Ritchie, The ‘C’ Programming Language, 2nd edition, Prentice
Hall of India.
Web links and Video Lectures (e-Resources) / Virtual Experiments:
1. Introduction to Programming in C [[Link]
2. C for Everyone: Programming Fundamentals [[Link]
3. Computer Programming Virtual Lab [[Link]
4. C Programming: The ultimate way to learn the fundamentals of the C language
[[Link]
the-c- [Link]]
5. C Programming: The Complete Reference
[[Link] language/attachment/28313/c-the-complete-
reference-herbert-schildt-4th-edition-pdf/preview]

Atria Institute of Technology | Curriculum | 2025

 Title of the Course: Introduction to Python Programming Semester: I/II
BBPYPB105/205 CIA Marks 50
Course Code:
SEE Marks 100
Student Learning Hours (L:T:P:S) [Link] Total Marks 100
Credits 3 Exam Hours 3
Examination Type (SEE) Theory
PL -
S – Self CL - Cognitive
L - Lecture T – Tutorial P – Practical Psychomotor
Study Level
Level
CL PL
Cos Course Outcome: At the end of the course, the students will be able to (Highest
(Highest Level)
Level)
CO1 Demonstrate proficiency in handling loops and creation of function 3 2
CO2 Identify methods to create and manipulate list, tuple 3 2
Demonstrate problem solving using dictionary and apply Numpy 3
CO3 2
operation for computation
Develop problem solving skills using python modules and oops 3
CO4 2
concepts
CO5 Enhance code efficiency and reusability 3 2
CO – Assessment Mapping
Course Continuous Internal Assessment Semester
Outcomes CIE I CIE II Assignment/Activities End Exam
12.5% 12.5% 25% 50%
CO 1 M1 M1 M1
CO 2 M2 M2 M2
CO 3 M3 M3 M3 M3
CO 4 M4 M4 M4
CO 5 M5 M5 M5
Course Contents
Module 1 CO1 CL: 3 / PL: 2
The way of the program: The Python programming language, what is a program? What is debugging?
Syntax errors, Runtime errors, Semantic errors, Experimental debugging.
Variables, Expressions and Statements: Values and data types, Variables, Variable names and
keywords, Statements, Evaluating expressions, Operators and operands, Type converter functions,
Order of operations, Operations on strings, Input, Composition, The modulus operator.
Iteration: Assignment, updating variables, the for loop, the while statement, The Collatz 3n + 1
sequence, tables, two-dimensional tables, break statement, continue statement, paired data, Nested
Loops for Nested Data.
Functions: Functions with arguments and return values.

Textbook 1: Chapters11 (1.1-1.7), Chapter 2(2.1-2.12), Chapter 3(3.3), Chapter 4(4.4, 4.5)
Module 2 CO2 CL: 3 / PL:2
Strings: Working with strings as single things, working with the parts of a string, Length, Traversal
and the for loop, Slices, String comparison, Strings are immutable, the in and not in operators, A find
function, Looping and counting, Optional parameters, The built-in find method, The split method,

Atria Institute of Technology | Curriculum | 2025

 Cleaning up your strings, The string format method.
Tuples: Tuples are used for grouping data, Tuple assignment, Tuples as return values, Composability
of Data Structures.
Lists: List values, accessing elements, List length, List membership, List operations, List slices, Lists
are mutable, List deletion, Objects and references, Aliasing, cloning lists, Lists and for loops, List
parameters, List methods, Pure functions and modifiers, Functions that produce lists, Strings and lists,
list and range, Nested lists, Matrices.

Textbook 1: Chapters 5(5.1, 5.2, 5.3)

Module 3 CO3 CL:3 / PL:2
Dictionaries: Dictionary operations, dictionary methods, aliasing and copying.
Numpy: About, Shape, Slicing, masking, Broadcasting, dtype.
Files: About files, writing our first file, reading a file line-at-a-time, turning a file into a list of lines,
Reading the whole file at once, working with binary files, Directories, fetching something from the
Web.

Textbook 1: Chapter 5 (5.4), Chapter 6(6.1-6.5), Chapter 7(7.1-7.8)

Module 4 CO4 CL: 3 / PL:2
Modules: Random numbers, the time module, the math module, creating your own modules,
Namespaces, Scope and lookup rules, Attributes and the dot Operator, Three import statement variants.
Mutable versus immutable and aliasing
Object oriented programming: Classes and Objects — The Basics, Attributes, adding methods to our
class, Instances as arguments and parameters, Converting an instance to a string, Instances as return
values.

Textbook 1: Chapter 8(8.1-8.8), Chapter 9(9.1), Chapter 11(11.1)

Module 5 CO5 CL:3/ PL:2
Inheritance: Introduction, Inheriting classes in python, Polymorphism and method overloading, Types
of Inheritance, Abstract Classes and Interfaces
Operator Overloading: Concept of Operator Overloading, Implementing Operator Overloading,
Overriding, __getItem()__ and setitem()__Methods, Overriding the In Operator.

Textbook 2: Chapters 10,11

Textbooks:
1. Peter Wentworth, Jeffrey Elkner, Allen B. Downey and Chris Meyers- How to think like a
computer scientist: learning with python 3. Green Tea Press, Wellesley, Massachusetts,2020
[Link]
2. Reema Thareja “Python Programming Using Problem Solving Approach”, 2 nd Edition, is
licensed and Published by Oxford University Press, 2019
Reference Books:
1. Al Sweigart,“ Automate the Boring Stuff with Python, 2nd Edition: Practical Programming for
Total Beginners”,2nd Edition, No Starch Press, 2022. (Available under CC-BY-NC-SA
license at [Link]

Reference Web Links:

1. [Link]
2. [Link]
Atria Institute of Technology | Curriculum | 2025
 3. [Link]

Atria Institute of Technology | Curriculum | 2025

 Title of the Course: Python Programming Lab Semester: I/II
CIA Marks 50
Course Code: BBPYPBL107/207
SEE Marks 50
Student Learning Hours
[Link] Total Marks 100
(L: T:P:S)
Credits 1 Exam Hours 3
Examination Type (SEE) Laboratory
CL - PL -
L - Lecture T – Tutorial P – Practical S – Self Study Cognitive Psychomotor
Level Level
CL PL
Cos Course Outcome: At the end of the course, the students will be able to (Highest
(Highest Level)
Level)
Develop Python programs using basic constructs such as input/output,
CO1 3 2
control statements, and functions.
Implement programs using Python data structures (lists, tuples,
CO2 3 3
dictionaries, matrices).
Apply Python libraries and exception-handling mechanisms in solving
CO3 3 3
problems.
CO4 Perform file operations and text/data processing using Python. 3 4
Demonstrate Object-Oriented Programming concepts, inheritance, and
CO5 3 4
operator overloading through Python programs.
PART – A
CONVENTIONAL EXPERIMENTS
Sl. No Experiments
[Link] a Python program that reads two numbers from the console and allows the user to
choose an arithmetic operation (1 - Add, 2 - Subtract, 3 - Multiply, 4 - Divide). Display the
1. result based on the user’s choice.
b. Develop a program to read the name and year of birth of a person. Display whether the
person is a senior citizen or not.
a. Develop a program to generate Fibonacci sequence of length (N). Read N from the
console.
2.
b. Develop a Python program that creates a list and performs the following operations:
insert, remove, append, display length, pop an element, and clear the list.
Read N numbers from the console and create a list. Develop a program to print mean,
3. variance and standard deviation with suitable messages

Read a multi-digit number (as chars) from the console. Develop a program to print the
4.
frequency of each digit with suitable message.
Develop a program to sort the contents of a text file and write the sorted contents into a separate text
5. file .
Write a function named DivExp which takes TWO parameters a, b and returns a value c
(c=a/b). Write suitable assertion for a>0 in function DivExp and raise an exception for when
6.
b=0. Develop a suitable program which reads two values from the console and calls a
function DivExp.
7. Write a Python program to add two matrices of size 3x3.

Atria Institute of Technology | Curriculum | 2025

 Write a Python program using single inheritance where a class Person has a method that
prints a message like "I am a person", and another class Student inherits from Person and
8. has its own method that prints "I am a student". Create an object of Student and call both
methods.

9. Develop a program to display contents of a folder recursively (Directory) having sub-

folders and files(name and type).
Develop Data Summary Generator: Read a CSV file (like COVID data or weather stats),
10. convert to dictionary form, and allow the user to run summary queries: max, min,
average by column.
PART – B
TYPICAL OPEN-ENDED EXPERIMENTS
Develop a program to print 10 most frequently appearing words in a text file. [Hint: Use dictionary
1. with distinct words and their frequency of occurrences. Sort the dictionary in the reverse order of
frequency and display dictionary slice of first 10 items].
Develop a program to display the contents of a folder recursively, including all files and
2. subfolders with their names and types

Define a function which takes TWO objects representing complex numbers and returns new
complex number with an addition of two complex numbers. Define a suitable class
3. ‘Complex’ to represent the complex number. Develop a program to read N (N >=2)
complex numbers and to compute the addition of N complex numbers.

Create a student grade tracker that accepts names and marks of multiple students. Store
4. them using dictionaries or tuples. Display a summary report showing average score, topper,
and other relevant details
Write a Python program to create a class hierarchy for library items and demonstrate inheritance,
5.
polymorphism, and operator overloading.
Suggested Learning resource:
Textbooks:
1. Peter Wentworth, Jeffrey Elkner, Allen B. Downey and Chris Meyers- How to think like a
computer scientist: learning with python 3. Green Tea Press, Wellesley, Massachusetts,2020
[Link]
2. Reema Thareja “Python Programming Using Problem Solving Approach”, 2 nd Edition, is
licensed and Published by Oxford University Press, 2019
Reference Books:
1. Al Sweigart,“ Automate the Boring Stuff with Python, 2nd Edition: Practical Programming for
Total Beginners”,2nd Edition, No Starch Press, 2022. (Available under CC-BY-NC-SA
license at [Link]

Reference Web Links:

1. [Link]
2. [Link]
3. [Link]

Atria Institute of Technology | Curriculum | 2025

 Title of the Course: Introduction to AI and Applications Semester: I/II
BBAIAK203 CIA Marks 50
Course Code:
SEE Marks 100
Student Learning Hours [Link] Total Marks 100
(L:T:P:S)
Credits 2 Exam Hours 3
Examination Type (SEE) Theory
PL -
S – Self CL - Cognitive
L - Lecture T – Tutorial P – Practical Psychomotor
Study Level
Level
CL PL
COs Course Outcome: At the end of the course, the students will be able to (Highest
(Highest Level)
Level)
CO1 Explain the concepts and types of artificial intelligence 2 -
CO2 Illustrate basic machine learning methods for regression, 3 2
classification and Clustering
CO3 Identify real-world applications across different disciplines. 2 -
Make use of prompt engineering techniques to interact with 2 2
CO4 generative AI tools.
CO5 Outline recent trends in artificial intelligence and machine learning. 2 -
CO – Assessment Mapping
Course Continuous Internal Assessment Semester
Outcomes CIE I CIE II Assignment/Activities End Exam
12.5% 12.5% 25% 50%
CO 1 M1 M1 M1
CO 2 M2 M2 M2
CO 3 M3 M3 M3 M3
CO 4 M4 M4 M4
CO 5 M5 M5 M5
Course Contents
Module 1 CO1 CL: 2 / PL: -
Introduction to Artificial Intelligence: Artificial Intelligence, How Does AI Work? Advantages
and Disadvantages of Artificial Intelligence, History of Artificial Intelligence, Types of Artificial
Intelligence, Weak AI, Strong AI, Reactive Machines, Limited Memory, Theory of Mind, Self-
Awareness, Is Artificial Intelligence Same as Augmented Intelligence and Cognitive Computing,
Machine Learning and Deep Learning.
Machine Intelligence: Defining Intelligence, Components of Intelligence, Differences Between
Human and Machine Intelligence, Agent and Environment.

Textbook 1: Chapter 1 (1.1-1.5), Chapter 3 (3.1-3.4)

Module 2 CO2 CL: 3 / PL:2
Introduction to Prompt Engineering, Introduction to Prompt Engineering, The Evolution of
Prompt Engineering, Types of Prompts, How Does Prompt Engineering Work?, Comprehending
Atria Institute of Technology | Curriculum | 2025
 Prompt Engineering’s Function in Communication, The Advantages of Prompt Engineering, The
Future of LLM Communication.
Prompt Engineering Techniques for ChatGPT, Introduction to Prompt Engineering Techniques,
Instructions Prompt Technique, Zero, One, and Few Shot Prompting, Self-Consistency Prompt.
Prompts for Creative Thinking: Introduction, Unlocking Imagination and Innovation.
Prompts for Effective Writing: Introduction, Igniting the Writing Process with Prompts.

Textbook 2: Chapters 1, 3, 4 & 5

Module 3 CO3 CL:2 / PL:
Machine Learning: Techniques in AI, Machine Learning Model, Regression Analysis in Machine
Learning, Classification Techniques, Clustering Techniques.

Textbook 1: Chapter 2(2.1-2.5)

Module 4 CO4 CL: 2 / PL:2
Trends in AI: AI and Ethical Concerns, AI as a Service (AIaaS), Recent trends in AI, Expert System,
Internet of Things, Artificial Intelligence of Things (AIoT).

Textbook 1: Chapter 8 (8.1, 8.2, 8.4), Chapter 9 (9.1- 9.3)

Module 5 CO5 CL: 2/ PL:
Industrial Applications of AI: Application of AI in Healthcare, Application of AI in Finance,
Application of AI in Retail, Application of AI in Agriculture, Application of AI in Education,
Application of AI in Transportation, AI in Experimentation and Multi-disciplinary research.

Textbook 3: Chapter 3, Chapter 5 (5.1)

Sl. No Activity on Creating Effective Prompts
Note: To conduct the activity students can use any of the AI tools such as ChatGPT.
1. Basic Prompt writing: Create two different prompts to ask an AI about the topic
"Electricity." The first prompt should be vague, and the second prompt should be clear
and specific. Compare the responses you get and describe which prompt gave a better
answer and why.
2. Zero-Shot Prompting: Create a prompt that asks an AI to explain Ohm’s Law without
giving any example or background. Evaluate how well the AI explains the concept based
on your prompt alone.
3. One-Shot and Few-Shot Prompting: Provide the AI with a single example of how to
calculate the resistance in a simple circuit. Then write your own prompt asking the AI to
solve a similar resistance calculation. After that, add two more examples to your prompt
and observe any changes in the AI’s response quality.
4. Chain-of-Thought Prompting: Develop a prompt that guides the AI step-by-step through
calculating current flow in a circuit using Ohm’s Law with resistors in series. Then, ask a
final question for the AI to solve. Analyze how breaking down the reasoning steps
impacts the accuracy of the answer.
5. Prompt Refinement: Start with an ambiguous prompt related to the "Water Cycle." Test
the AI’s response, note the confusion or errors, and then refine your prompt to make it
clearer and more specific. Repeat this process twice and record how the AI’s responses
improve with each refinement.
Role-Based Prompting: Create three prompts asking the AI to explain "Newton’s Laws
of Motion," each with a different role instruction: (a) as an expert engineer, (b) as a high
school teacher, (c) as a beginner. Compare the tone, detail, and style of the responses
Atria Institute of Technology | Curriculum | 2025
 6. Creative Engineering Problem Prompts: Craft a prompt that asks the AI to brainstorm
ideas for designing a low-cost water purification system suitable for rural areas.
Encourage creativity by adding phrases like “limited resources” and “sustainability”.
7. Ethical Prompt Design Discussion: Identify a biased prompt related to job descriptions
(e.g. language with respect to a gender). Rewrite the prompt to remove bias and create a
neutral, inclusive version. Explain why this revision is more ethical.
8. Simulated Customer Support Chatbot: Develop a prompt that instructs the AI to play the
role of a technical support agent helping a customer troubleshoot a failure in an
electronic circuit. Include instructions to keep the tone friendly and professional and to
ask diagnostic questions.
9. Multi-Language Prompting: Develop a prompt that asks the AI to translate a simple
engineering glossary (5 technical terms) from English to your native language. Then
modify the prompt to request additional explanations of these terms in the translated
language
10. Review a curated set of different prompt types (e.g., for summarization, information
extraction,paraphrasing, question answering) from a “Prompt Gallery.” For each prompt
type, match it with a real-world task (e.g., summarizing a lecture note, extracting names
from a project report). Test at least three prompt templates on an AI tool or by role-play
(students simulate being the AI), with varied wording. Record the outcomes and discuss
which prompt (or template) was most effective for each task, and explain why you think
it worked best. Reflect on how changing small parts of a prompt can alter model response
quality, completeness, or accuracy.
11. Choose a real engineering challenge or societal problem relevant to your field (e.g.,
“Reducing plastic waste in campus cafeterias” or “Optimizing solar panel placement on
campus rooftops”). Draft an initial prompt that asks an AI to propose practical solutions.
Share the AI’s (or peer’s) answer in small groups and identify aspects that are missing,
vague, or not actionable. Refine your prompt based on feedback (e.g., specify
constraints, ask for step-by-step solutions, or require a list of pros and cons). Repeat the
process one more time, refining again for further clarity or specificity. Document the
entire prompt-refinement process and share the best solution generated, along with a
brief analysis of how prompt improvements led to better responses.
Textbooks:
1. Reema Thareja, Artificial Intelligence: Beyond Classical AI, Pearson Education, 2023.2.
2. Ajantha Devi Vairamani and Anand Nayyar, Prompt Engineering: Empowering
Communication, 1stEdition, CRC Press, Taylor & Francis Group, 2024. (DOI:
[Link]
3. Saptarsi Goswami, Amit Kumar Das and Amlan Chakrabarti, “AI for Everyone – A Beginner’s
Handbook for Artificial Intelligence”, Pearson, 2024.
Reference Books:
1. Stuart Russell and Peter Norvig, Artificial Intelligence: A Modern Approach (4th Edition),
Pearson Education, 2023.
2. Elaine Rich, Kevin Knight, and Shivashankar B. Nair, Artificial Intelligence, McGraw Hill
Education. 3. Tom Taulli, Prompt Engineering for Generative AI: ChatGPT, LLMs, and
Beyond, Apress, Springer Nature.
3. Nilakshi Jain, Artificial Intelligence: Making A System Intelligent, First Edition, Wiley
Reference Web Links:
1. Elements of AI – [Link]
2. CS50’s Introduction to Artificial Intelligence with Python – Harvard
[Link]
3. Google Machine Learning Crash Course

Atria Institute of Technology | Curriculum | 2025

 [Link]
4. Learn Prompting (Open-Source Guide) –[Link]
[Link] AI – Learn with Google AI - [Link]
6. Coursera – Machine Learning by Andrew Ng (Stanford University)
[Link]
7. OpenAI Prompt Engineering Guide (for ChatGPT)
[Link]
8. Prompt Engineering for Developers – [Link] + OpenAI
[Link]
developers/
9. Ethics in AI – Google Responsible AI Practices
[Link]
[Link] Teachable Machine (Train AI models visually without code)
[Link]

Atria Institute of Technology | Curriculum | 2025