OB Handbook-IV ECE-II

ORGANIZATIONAL BEHAVIOUR
(EC833OE)
COURSE PLANNER
I.COURSE OVERVIEW:
This course serves as an introduction to the field of organizational behaviour (OB)
and provides a foundation for students. It covers a wide breadth of theories and applications
dealing with such topics as perception, motivation, decision making, team dynamics,
negotiation, conflict management, leadership, and organizational culture. Five units, covering
in the syllabus, are presented in a logical order to create a sense of progression for the learner.
Each concept builds upon text books by starting at the individual level, then moving on to a
team level, and finally adopting an organization-wide level of analysis. The goal of this
course is to help the students develop a conceptual understanding of OB theories and provide
with skills to put those ideas and theories into practice. Key techniques and processes
designed to improve organizational efficiency and effectiveness are fully examined from the
perspective of management, workers, and society at large.
II.PRE-REQUISITES:
Knowledge of Organization and Management is suggested and should have an idea about the
psychology It is the multidisciplinary field that seeks knowledge of behaviour in
organisational settings by objective based on studying individual, group and oganisational
processes.
III. COURSE OBJECTIVIES:

1. Understand individual behavior in organizations, including diversity, attitudes, job
satisfaction, emotions, moods, personality, values, perception, decision making, and
motivational theories.
2. Understand group behavior in organizations, including communication, leadership,
power and politics, conflict, and negotiations.
3. Understand the organizational system, including organizational structures, culture,
human resources, and change
Course Purpose
This course Organisational Behaviour is designed to provide students with a
foundational understanding of the history and development of Organisational Behaviour (OB)
theories and concepts. The body of knowledge focuses on how the attributes and behaviours
of individuals and groups influence the culture, design, ethics, learning and structure of an
organisation. The applied focus of the course is to facilitate experiential learning of
contemporary approaches to conflict resolution, communication, decision making, leadership,
motivation, negotiation, power and politics within a team environment..
IV.COURSE OUTCOMES:
S. No. Course Outcomes (CO)
After completing this course the student must demonstrate the knowledge and ability to:
IV Yr-ECE – II Sem. 10
Analyze individual human behavior in the workplace as influenced by diversity,
CO1
ethics, culture, reward systems, organizational design and perceptions
Understand the different personalities and attitudes of individual, motivational
CO2 theories that lead to positive organizational behavior, emotional intelligence and
self efficacy.
Knows and identify the processes used in developing communication and decision
CO3
making by resolving issues of stress and conflicts
Learns group dynamics and demonstrate skills required for working in formal and
CO4
informal groups (team building)
Understands the various leadership theories and styles and the role of leaders for
CO5
high performance work.
V. How Program Outcomes are Assessed:

Proficiency
Program Outcomes (PO) Level
assessed by
PO1 Engineering knowledge: Apply the knowledge of
Assignments,
mathematics, science, engineering fundamentals, and an
1 Tutorials,
engineering specialization to the solution of complex
Mock Tests
engineering problems.
PO2 Problem analysis: Identify, formulate, review research
literature, and analyze complex engineering problems Assignments,
1
reaching substantiated conclusions using first principles of Tutorials
mathematics, natural sciences, and engineering sciences.
PO3 Design/development of solutions: Design solutions for
complex engineering problems and design system
Assignments,
components or processes that meet the specified needs with
1 Tutorials,
appropriate consideration for the public health and safety,
Mock Tests
and the cultural, societal, and environmental
considerations.
PO4 Conduct investigations of complex problems: Use
research-based knowledge and research methods including Assignments,
design of experiments, analysis and interpretation of data, 1 Tutorials,
and synthesis of the information to provide valid Mock Tests
conclusions.
PO5 Modern tool usage: Create, select, and apply appropriate
Assignments,
techniques, resources, and modern engineering and IT tools
1 Tutorials,
including prediction and modeling to complex engineering
Mock Tests
activities with an understanding of the limitations.
PO6 The engineer and society: Apply reasoning informed by
Assignments,
the contextual knowledge to assess societal, health, safety,
1 Tutorials,
legal and cultural issues and the consequent responsibilities
Mock Tests
relevant to the professional engineering practice.
PO7 Environment and sustainability: Understand the impact
of the professional engineering solutions in societal and
1 -
environmental contexts, and demonstrate the knowledge of,
and need for sustainable development.
Proficiency
Program Outcomes (PO) Level
assessed by
PO8 Ethics: Apply ethical principles and commit to
professional ethics and responsibilities and norms of the 1 -
engineering practice.
PO9 Individual and team work: Function effectively as an
individual, and as a member or leader in diverse teams, and 2 -
in multidisciplinary settings.
PO10 Communication: Communicate effectively on complex
engineering activities with the engineering community and
with society at large, such as, being able to comprehend
2 -
and write effective reports and design documentation,
make effective presentations, and give and receive clear
instructions.
PO11 Project management and finance: Demonstrate
knowledge and understanding of the engineering and Assignments,
management principles and apply these to one’s own work, 2 Tutorials,
as a member and leader in a team, to manage projects and Mock Tests
in multidisciplinary environments.
PO12 Life-long learning: Recognize the need for, and have the
preparation and ability to engage in independent and life-
2 -
long learning in the broadest context of technological
change.
VI.HOW PROGRAM SPECIFIC OUTCOMES ARE ASSESSED:
Proficiency
Program Specific Outcomes (PSO) Level
assessed by
PSO1 Foundation of mathematical concepts: To use
Assignments,
mathematical methodologies to crack problem using
1 Tutorials,
suitable mathematical analysis, data structure and suitable
Mock Tests
algorithm.
PSO2 Foundation of Computer System: The ability to
interpret the fundamental concepts and methodology of
Assignments,
computer systems. Students can understand the 1
Tutorials
functionality of hardware and software aspects of
computer systems.
PSO3 Foundations of Software development: The ability to
grasp the software development lifecycle and
methodologies of software systems. Possess competent Assignments,
skills and knowledge of software design process. 1 Tutorials,
Familiarity and practical proficiency with a broad area of Mock Tests
programming concepts and provide new ideas and
innovations towards research.
1: Slight 2: Moderate
(Low) (Medium) 3: Substantial (High) - : None
VII. SYLLABUS:
UNIT - I
Introduction to OB - Definition, Nature and Scope –Environmental and organizational
context – Impact of IT, globalization, Diversity, Ethics, culture, reward systems and
organizational design on Organisational Behaviour. Cognitive Processes-I : Perception and
Attribution: Nature and importance of Perception – Perceptual selectivity and organization –
Social perception – Attribution Theories – Locus of control –Attribution Errors –Impression
Management.
UNIT - II
Cognitive Processes-II: Personality and Attitudes - Personality as a continuum – Meaning of
personality - Johari Window and Transactional Analysis - Nature and Dimension of Attitudes
– Job satisfaction and organisational commitment-Motivational needs and processes- Work-
Motivation Approaches Theories of Motivation- Motivation across cultures – Positive
organizational behaviour: Optimism – Emotional intelligence – Self-Efficacy.
UNIT - III
Dynamics of OB-I: Communication – types - interactive communication in organizations
barriers to communication and strategies to improve the follow of communication – Decision
Making: Participative decision making techniques – creativity and group decision making .
Dynamics of OB –II Stress and Conflict: Meaning and types of stress –Meaning and types of
conflict - Effect of stress and intra-individual conflict - strategies to cope with stress and
conflict.
UNIT - IV
Dynamics of OB –III Power and Politics: Meaning and types of power – empowerment -
Groups Vs. Teams – Nature of groups –dynamics of informal groups – dysfunctions of
groups and teams – teams in modern work place.
UNIT – V
Leading High performance: Job design and Goal setting for High performance- Quality of
Work Life- Socio technical Design and High performance work practices – Behavioural
performance management: reinforcement and punishment as principles of Learning –Process
of Behavioural modification - Leadership theories - Styles, Activities and skills of Great
leaders.
TEXT BOOKS:
1. Luthans, Fred: Organizational Behaviour 10/e, McGraw-Hill, 2009
2. Mc Shane: Organizational Behaviour, 3e, TMH, 2008
3. Nelson: Organizational Behaviour, 3/e, Thomson, 2008.
4. New strom W. John& Davis Keith, Organisational Behaviour-- Human Behaviour at
Work, 12/e, TMH, New Delhi, 2009.
5. Pierce and Gardner: Management and Organisational Behaviour: An Integrated
perspective, Thomson, 2009.
6. Robbins, P. Stephen, Timothy A. Judge: Organisational Behaviour, 12/e, PHI/Pearson,
New Delhi, 2009.
7. Pareek Udai: Behavioural Process at Work:, Oxford & IBH, New Delhi, 2009.
REFERENCE BOOKS:
1. Schermerhorn: Organizational Behaviour 9/e, Wiley, 2008.
2. Hitt: Organizational Behaviour, Wiley, 2008
3. Aswathappa: Organisational Behaviour, Himalaya, 2009
4. Mullins: Management and Organisational Behaviour, Pearson, 2008.
5. McShane, Glinow: Organisational Behaviour--Essentials, TMH, 2009.
6. Ivancevich: Organisational Behaviour and Management, 7/e, TMH, 2008.
VIII. LESSON PLAN:

Topics to be covered
Course learning
Link for PDF
Link for PPT
Methodology
Lecture No.
Reference
outcomes
Teaching
Date
Unit -1 Introduction to
OB
1 Introduction to OB - https://docs.google https://docs.google.
Definition, Nature and .com/presentation/ com/document/d/1J
Scope, Environmental d/1z_Psbs6FCwGI GBTAbzz07nGKO
PPT ,Talk
and organizational gs11UbaosVMvN 888lCt_3_RdTlQfC
Explain
context – Impact of IT, MclB4yDvx9Mp0 s5SN7Go6ilSTI/edi
globalization, Diversity ErvRc/edit?usp=sh t?usp=sharing
T3
aring
2 Ethics, culture, Reward https://docs.google https://docs.google.
systems and .com/presentation/ com/document/d/1J
organizational design on d/1z_Psbs6FCwGI GBTAbzz07nGKO
PPT ,Talk
Organisational gs11UbaosVMvN 888lCt_3_RdTlQfC
Explain
Behaviour. MclB4yDvx9Mp0 s5SN7Go6ilSTI/edi
T1,T2
ErvRc/edit?usp=sh t?usp=sharing
aring
3 Cognitive Processes-I : https://docs.google https://docs.google.
Perception and .com/presentation/ com/document/d/1J
Attribution: Nature and d/1z_Psbs6FCwGI GBTAbzz07nGKO PPT ,Talk
importance of Perception gs11UbaosVMvN 888lCt_3_RdTlQfC
Explain
MclB4yDvx9Mp0 s5SN7Go6ilSTI/edi T1,T2

aring
4 Perceptual selectivity and https://docs.google https://docs.google.
organization – Social .com/presentation/ com/document/d/1J
perception d/1z_Psbs6FCwGI GBTAbzz07nGKO
PPT ,Talk
gs11UbaosVMvN 888lCt_3_RdTlQfC
Explain
MclB4yDvx9Mp0 s5SN7Go6ilSTI/edi
T1,T2
aring
5 Attribution Theories https://docs.google https://docs.google.
.com/presentation/ com/document/d/1J
d/1z_Psbs6FCwGI GBTAbzz07nGKO
PPT ,Talk
Explain
T1,T2
aring
6 Locus of control – https://docs.google https://docs.google.
Attribution,Errors – .com/presentation/ com/document/d/1J
Impression Management d/1z_Psbs6FCwGI GBTAbzz07nGKO
PPT ,Talk
Explain
T1,T2
aring
Students Presentation 1 https://docs.google https://docs.google.
d/1z_Psbs6FCwGI GBTAbzz07nGKO
aring
Unit -2 Cognitive
Processes -2
7 Personality & Attitudes https://docs.google https://docs.google.

d/1Uzhf38wGLG GBTAbzz07nGKO
PPT ,Talk
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Explain
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T1,T2
pp0lMbo/edit?usp t?usp=sharing
=sharing
8 Personality as a https://docs.google https://docs.google.
Continuum-Meaning of .com/presentation/ com/document/d/1J
Personality d/1Uzhf38wGLG GBTAbzz07nGKO
PPT ,Talk
Explain
T1,T2
=sharing
9 Johari Window and https://docs.google https://docs.google.
Transaction Analysis .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
T1,T2
=sharing
10 Nature & Dimension of https://docs.google https://docs.google.
Attitudes .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
T1,T2
=sharing
11 Job Satifaction & https://docs.google https://docs.google.
Organisational .com/presentation/ com/document/d/1J
Commitment d/1Uzhf38wGLG GBTAbzz07nGKO
PPT ,Talk
Explain
T1,T2
=sharing
12 Motivational Needs and https://docs.google https://docs.google.
Processes .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
T1,T2
=sharing
13 Work - Motivation https://docs.google https://docs.google.
Approaches ,Theories of .com/presentation/ com/document/d/1J
Motivation d/1Uzhf38wGLG GBTAbzz07nGKO
PPT ,Talk
Explain
T1,T2
=sharing
14 Motivation across https://docs.google https://docs.google.
cultures - Positive .com/presentation/ com/document/d/1J
organisational behavior d/1Uzhf38wGLG GBTAbzz07nGKO
MFynPi1Y04s- 888lCt_3_RdTlQfC PPT ,Talk
Explain
pp0lMbo/edit?usp t?usp=sharing T1,T2
=sharing
Students Presentation 2 https://docs.google https://docs.google.
PPT ,Talk
=sharing
15 Optimism-emotional https://docs.google https://docs.google.
intelligence-self efficacy .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
T1,T2
=sharing
16 Mock Test 1
Unit 3 -
Dyanamics of OB-1
17 Communication-Types https://docs.google https://docs.google.

d/1Lh3GYJvQF6q GBTAbzz07nGKO
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PPT ,Talk
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Explain
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T3,T4
E/edit?usp=sharin
g
18 Interactive https://docs.google https://docs.google.
communication in .com/presentation/ com/document/d/1J
organisation barriers to d/1Lh3GYJvQF6q GBTAbzz07nGKO
commution Y1ADL_TRPICE0 888lCt_3_RdTlQfC
PPT ,Talk
Explain
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T3,T4
E/edit?usp=sharin
g
19 Stratagies to improve the https://docs.google https://docs.google.
follow of communication .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
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T3,T4
E/edit?usp=sharin
g
20 Students Presentation 3 https://docs.google https://docs.google.
PPT ,Talk
AV8p- t?usp=sharing
T3,T4
E/edit?usp=sharin
g
Mid Examination 1
T3,T4
21 Decision Making : https://docs.google https://docs.google.
Participative Decision .com/presentation/ com/document/d/1J
Making d/1Lh3GYJvQF6q GBTAbzz07nGKO
PPT ,Talk
Explain
AV8p- t?usp=sharing
T3,T4
E/edit?usp=sharin
g
22 Participative Decision https://docs.google https://docs.google.
Making Techniques .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
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T3,T4
E/edit?usp=sharin
g
23 Creativity & Group https://docs.google https://docs.google.
Decision Making .com/presentation/ com/document/d/1J
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Explain
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E/edit?usp=sharin
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24 Meaning of Stress and https://docs.google https://docs.google.
Conflict .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
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T3,T4
E/edit?usp=sharin
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25 Effects of Stress and https://docs.google https://docs.google.
Intra Individual Conflict .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
AV8p- t?usp=sharing
T3,T4
E/edit?usp=sharin
g
26 Strategies to Cope with https://docs.google https://docs.google.
Stress .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
AV8p- t?usp=sharing
T3,T4
E/edit?usp=sharin
g
Unit 4 -
Dyanamics of OB-III
T3,T4
,Talk
PPT
27 Power & Politics https://docs.google https://docs.google.
d/1vvmtdmT1cR- GBTAbzz07nGKO
PPT ,Talk
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Explain
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T3,T4
2dG6ZI/edit?usp= t?usp=sharing
sharing
28 Meaning and types of https://docs.google https://docs.google.
Power -Empowerment .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
T3,T4
sharing
29 Group Vs Teams-Nature https://docs.google https://docs.google.
of Groups .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
T3,T4
sharing
30 Dynamics of Infromal https://docs.google https://docs.google.
Groups -Dysfuctions of .com/presentation/ com/document/d/1J
Groups & Teams d/1vvmtdmT1cR- GBTAbzz07nGKO
PPT ,Talk
Explain
T3,T4
sharing
31 Teams in Modern Work https://docs.google https://docs.google.
Place .com/presentation/ com/document/d/1J
PPT ,Talk
Explain
T3,T4
sharing
32 Students Presentation - https://docs.google https://docs.google.
4 .com/presentation/ com/document/d/1J
sharing
33 Mock Test 2
Unit 5 - Leading
High Performance
34 Job design and goal https://docs.google https://docs.google.

setting for High .com/presentation/ com/document/d/1J
Performance d/1yjOV41tdEuhA GBTAbzz07nGKO
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Explain
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PPT
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/edit?usp=sharing
35 Quality of Work Life https://docs.google https://docs.google.
d/1yjOV41tdEuhA GBTAbzz07nGKO
Understand
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T3,T4
PPT
/edit?usp=sharing
36 Social Technical Design https://docs.google https://docs.google.
& High Performance .com/presentation/ com/document/d/1J
work Practices d/1yjOV41tdEuhA GBTAbzz07nGKO
Understand
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T3,T4
PPT
/edit?usp=sharing
37 Behavioural Performance https://docs.google https://docs.google.
Management- .com/presentation/ com/document/d/1J
Reinforcement d/1yjOV41tdEuhA GBTAbzz07nGKO
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Explain
T3,T4
PPT
/edit?usp=sharing
38 Punishment as Principles https://docs.google https://docs.google.
of Learning-Process of .com/presentation/ com/document/d/1J
Behavioural modification d/1yjOV41tdEuhA GBTAbzz07nGKO
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Explain
T3,T4
PPT
/edit?usp=sharing
39 Leadership Theories https://docs.google https://docs.google.
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Explain
T3,T4
PPT
/edit?usp=sharing
40 Leadership Theories https://docs.google https://docs.google.
Contd .com/presentation/ com/document/d/1J
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Explain
T3,T4
PPT
/edit?usp=sharing
41 Leadership Styles https://docs.google https://docs.google.
Understand
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T3,T4
PPT
/edit?usp=sharing
42 Leadership Styles Contd, https://docs.google https://docs.google.
Activities,Skills of great .com/presentation/ com/document/d/1J
leaders d/1yjOV41tdEuhA GBTAbzz07nGKO
Understand
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T3,T4
PPT
/edit?usp=sharing
43 Students Presentation - https://docs.google https://docs.google.
5 .com/presentation/ com/document/d/1J
Understand
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T3,T4
PPT
/edit?usp=sharing
44 Revision of Syllabus https://docs.google.
com/document/d/1J
Understand
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Understand
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Understand
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888lCt_3_RdTlQfC
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PPT
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t?usp=sharing
Examin
II Mid
ations
IX.MAPPING COURSE OUTCOMES LEADING TO THE ACHIEVEMENT

PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES:
Program Specific
Program Outcomes (PO)
Outcomes
Outcomes (PSO)
Course
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
CO1 - - 2 2 1 2 1 - - -
CO2 1 1 1 1 1 1 1 1 2 2 2 2 - - -
CO3 1 1 1 1 1 1 1 1 3 2 2 3 1 1 1
CO4 1 1 1 1 1 1 1 1 3 3 3 3 1 1 1
CO5 1 1 1 1 1 1 1 1 2 2 2 2 1 1 1
AVG 0.8 0.8 0.8 0.8 0.8 0.8 0.8 1.2 2.4 2 2.2 2.2 0.6 0.6 0.6
X. QUESTION BANK
DESCRIPTIVE QUESTIONS:
UNIT-I
Short Answer Questions-
S.NO QUESTION BLOOMS Taxonomy
1. What isOrganisational behaviour? L2: UNDERSTAND
2. Write the Nature and Scope of OB L1: REMEMBER
3. Write about Perception L1: REMEMBER
4. Briefly explain the Locus of control L1: REMEMBER
5. What is Impression Management
L2: UNDERSTAND
Long Answer Questions-
1. Briefly discuss the behavior of individual in environmental
L2: UNDERSTAND
and organizational context.
2. Elaborately relate behavior with diversity, ethics and culture L2: UNDERSTAND
3. Define perception. Discuss about nature and importance of
Perception. L2: UNDERSTAND
4. Explain about Attribution Theories L2: UNDERSTAND
5. What is Impression Management and it is useful in work
L5: EVALUATE
setting to get success
UNIT-2
Short Answer Questions
1. What is Personality? L1: REMEMBER
2. What is Optimism? L1: REMEMBER
3. Write short notes on Johari Window L1: REMEMBER
4. Discuss about Job satisfaction L2: UNDERSTAND
5. What are Motivation across cultures L2: UNDERSTAND

1. How Personality and Attitudes impact the organizational
behavior? L2: UNDERSTAND
2. Discuss about Transactional Analysis L2: UNDERSTAND
3. What are the Nature and Dimension of Attitudes? L2: UNDERSTAND
4. What are the Motivational needs and processes? L2: UNDERSTAND
5. What is Emotional intelligence? Why it is important for an
L2: UNDERSTAND
individual in organization?
UNIT-3
1. Define Communication L2: UNDERSTAND
2. What is Decision Making? L2: UNDERSTAND
3. How to prevent conflicts L2: UNDERSTAND
4. What are the types of stress L2: UNDERSTAND
5. What is individual conflict? L2: UNDERSTAND
1. What are the barriers to communication? How do you design
the strategies to improve good communication L2: UNDERSTAND
2. What are the participative decision making techniques L2: UNDERSTAND
3. What is stress? Discuss the types of stress. L2: UNDERSTAND
4. Explain types of conflict. L2: UNDERSTAND
5. How stress and conflict effects the behavior of an individual?
What are the strategies to cope with stress and conflict? L2: UNDERSTAND
UNIT-4
1. What is power? L2: UNDERSTAND
2. Write about empowerment L2: UNDERSTAND
3. Discuss about nature of groups L2: UNDERSTAND
4. Briefly discuss about informal groups L2: UNDERSTAND
5. Write about modern teams L2: UNDERSTAND
1. Define Power? What are the types of power? L2: UNDERSTAND
2. Elaborately discuss Groups Vs. Teams L2: UNDERSTAND
3. What are the dynamics of informal groups? L2: UNDERSTAND
4. Why team work is important in modern work place? L3: APPLY
5. How do you differentiate Power and Politics in organizational
L2: UNDERSTAND
context?
UNIT-5
1. What is Job design? L1: REMEMBER
2. Write about Quality of Work Life L2: UNDERSTAND
3. Explain the skills of great leaders L1: REMEMBER
4. What are the High performance work practices? L2: UNDERSTAND
5. Explain about Behavioural modification L2: UNDERSTAND
1. Discuss how the behavior leads to Goal setting for High
performance L2: UNDERSTAND
2. Discuss about leadership styles L2: UNDERSTAND
3. How the employees should maintain Quality of Work life? L2: UNDERSTAND
4. Reinforcement and punishment as principle of Learning –
discuss how it is useful for behavioural modification L2: UNDERSTAND
5. How the job design and behavior leading to high individual

performance L2: UNDERSTAND
OBJECTIVE QUESTION:
UNIT-I
1. Organisational Behaviour is ( c )
a. A science
b. Am art
c. A science as well as an art
d. None of the above
2. Forces affecting organizational behavior are (d)
a. People
b. Environment
c. Technology
d. All of the above
3. Meso organization behavior is related with (b)
a. Individual behavior
b. Group behavior
c. Organisational behavior
d. None of these
4. Organisation behavior is a file of study backed by a body of associated with growing
concern for people at workplace (d)
a. Theory
b. Application
c. Research
d. All of the above
5. The filed of Organisational behavior is primarily concerned with (d)
a. The behavior of individual and groups
b. How resources are effectively managed
c. Control processes and interactions between organizations, external context
d. Both a and c
6. The study of Organisation behavior has certain basic assumptions. They are (d)
a. An industrial enterprise is an organization of people
b. These people must be motivated to work effectively
c. The goals of the employee and the employer may not necessarily coincide
d. All the above
7. Work attitudes can be reflected in an organization through (c)
(A) Job satisfaction
(B) Organizational commitment
(C) Both ‘A’ and ‘B’
(D) None of the above
8. The model(s) of Organizational Behaviour is (are): (d)
(A) Autocratic
(B) Custodial
(C) Supportive
(D) All of the above
9. The philosophy that guides an organization’s policies towards its employees and customers
is an important part of ©
(A) Management strategy
(B) Organization behavior
(C) Organizational culture
(D) Organization development
10. What is play to some people maybe to others. (c)
(A) Responsibility
(B) Duty
(C) Work
11-The least visible and deepest level of organizational culture is:(b)
(A) Artifacts
(B) Shared assumptions
(C) Espoused values
12. The main contribution of psychology to Organisational Behaviour is the study of:(a)
a. Personality, attitudes, perceptions and motives
b. Social structures and relationships
c. Social beliefs, customs and values
d. Philosophy and ethics of human activity (a)
13. Today’s organization are
a. Open system
b. Closed system
c. Open as well as closed
d. None of these
14. Organization Behavior is not a /an (d)
a. A separate field of study
b. Applied science
c. Normative science
d. Pessimistic approach
15. What do we call it when we judge someone on the basis of our perception? (a)
a. Stereotyping
b. Categorizing
c. Halo effect
d. Prototyping
UNIT-II
1. All the unique traits and patterns of adjustment of the individual is known as (a)
(A) Personality
(B) Responsibility
(C) Creativity
(D) Authority
2. Attitude is (d)
(A) Tendency to react positively
(B) Tendency to react negatively
(C) Tendency to react in a certain way (d)
3. An aroused attitude consist of
(A) Affective reaction
(B) Cognition
(C) Action tendency
4. Mismatch between personality and organization may lead to (d)
(A) Confusion and chaos
(B) Loss of interest by members in organization
(C) Low morale and job satisfaction
5. Which of the following is / are included as structure of human mind (d)
a. Id
b. Ego
c. Super ego
d. All the above
6. Feature(s) of Maslow’s need hierarchy theory is (are): (d)
(A) Theory of human motives
(B) Classifies basic human needs in a hierarchy
(C)Theory of human motivation
7. Select the needs which are discussed by the need hierarch theory.(a)
(A) Physiological needs, Family needs, Self realization needs
(B) Physiological needs, Security needs, Self raising needs
(C) Physiological needs, Security needs, Self realization needs
8. Which of the following is an environmental force that shapes personality? (c)
a. Gender
b. Height
c. Experience
d. Brain size
9.The more consistent behaviour, the more the observer is inclined to ___.(b)
a. Attribute it to interpretation
b. Attribute it to internal causes
c. Attribute it to consensus
d. Attribute it to external causes
10. Maslow grouped the five needs into two categories (a)
a. Higher-order needs and Lower-order needs.
b. Supreme needs and local needs
c. Self needs and others needs
d. Luxurious needs and comfort needs
UNIT – III
1. Communication begins with (b)
a. Encoding
b. Idea origination
c. Decoding
d. Channel selection
2. Identify the steps involved in achieving improvement in communication within the
organization.(c)
(A) Sending messages, Use of multiple channels, Promoting inter-group
communication
(B) Simple messages, Use of multiple channels, promoting inter-group interaction
(C) Simple messages, Use of multiple channels, promoting inter-group
communication
(D) Simple messages, Use of multiple methods, promoting inter-group
communication
3. So as to cope with stress effectively, it is necessary to have a healthy (c)
(A) Environment
(B) Body
(C) Relations
4. Which of the following is/are not organizational factors causing stress (d)
a.Task demand
b.Role demand
c.Role conflict
d.Satisfaction
5. Which of the following methods is/are used to solve intergroup conflicts indirectly (a)
a. Avoidance
b. Encouragement
c. Bargaining
d. All of these
6. The extent to which individual believes in importance of power, status difference in
organization (b)
a. Self esteem
b. Authoritarianism
c. Tolerance for ambiguity
d. Workahollism
7. Which of the following would be least likely to pose a barrier to cross-cultural
communications? (c)
a. Tone difference
b. Word connotations
c. Political correctness
d. Differences among perceptions
8. Which of the following OB topics is not central to managing employees’ fears about
terrorism? (d)
a. Emotion
b. Motivation
c. Communication
d. work design
9. Most valuable asset in an organization is (c)
a. Land and building
b. Cash and bank balances
c. Human being
d. technology
10. Individual-level independent variables include all of the following except.(a)
a. Leadership
b. Learning
c. Perception
d. motivation
UNIT – IV
1. At the norming stage, the team is involved in defining (a)
(A) Goals
(B) Roles
(C) Relations
2. The group________ are more important to the group members than any financial
incentive.(a)
(A) Norms
(B) Values
(C) Both ‘A’ and ‘B’
3. Which of the following statements is true about the term “ability”, as it is used in the field
of
organizational behaviour? (b)
a. It refers to an individual’s willingness to perform various tasks.
b. It is a current assessment of what an individual can do.
c. It refers exclusively to intellectual skills.
d. It refers exclusively to physical skills
4. The group formed by an organization to accomplish narrow range of purposes within a
specified time (b)
a. Formal Group
b. Task Group
c. Interest Group
d. Functional Group
5. --------is the attractiveness of the members towards the group or resistance to leave it (c)
a. Group norms
b. Group behavior
c. Group cohesiveness
d. Group structure
6. Believes, attitudes, traditions and expectations which are shared by group members is
called(a)
a. Group norms
b. Group communication
c. Group cohesiveness
d. Group structure
7-----------is the ability of influencing people to strive willingly for mutual objectives (c)
a. Motivation
b. Control
c. Leadership
d. Supervision
8------------- is small groups of workers who meet regularly with their supervisor to solve
work
related problem (b)
a. Quality of Work life
b. Quality Circle
c. Alternative Work schedule
d. Job Redesign
9. The concept of Work- Week is related with (c)
a. Quality of Work life
b. Quality Circle
c. Alternative Work schedule
d. Job Redesign
10.-------refers to the combination of two or more individuals, groups or organisation for a
common goal with a minimum common programme (c)
a. Contracting
b. Co-opting
c. Co-alition
d. Competition
UNIT – V
1. “Leadership motivates the people to work and not the power of money”. This concept is
related to (b)
a. Autocratic model
b. Custodial model
c. Supportive model
d. Collegial model
2. The field of Organisational behavior examines such questions as the nature of leadership,
effective team development, and (a)
a. Interpersonal conflict resolution, motivation of individuals
b. Organisational control; conflict management
c. Motivation of individuals, planning
d. Planning, development
3. The ________ leadership style is an expression of the leader’s trust in the abilities of his
subordinates.(a)
a. Participative
b. Delegative
c. Authoritarian
d. All of the above
4. The two dimensions of leadership which emerged from the Leader Behavior Description
Questionnaire were ‘consideration’ and ‘________’.(b)
(A) Energizing
(B) Initiating structure
(C) Deliberate
(D) Commanding
5. “Cognitive theory” of learning was given by (d)
a. Skinner
b. Pavlov
c. Tolman
d. Piajet
6. In --------------leadership, there is a complete centralization of authority in the leader (b)
a. Democratic
b. Autocratic
c. Free rein
d. Bureaucratic
7. In---------- in fact “No leadership at all” (c)
a. Democratic
b. Autocratic
c. Free rein
d. Bureaucratic
8. Free rein leadership is also known as (c)
a. Democratic
b. Autocratic
c. Laissez-faire
d. Bureaucratic
9. -----------leadership emphasize on rules and regulation in an organization (d)
a. Democratic
b. Autocratic
c. Laissez-faire
d. Bureaucratic
10. Which of the following is not a contingency theory of leadership (d)
a. LPC theory
b. Path Goal theory
c. Vroom-Yetton-Jago theory
d. Job centered Leadership
GATE QUESTIONS
Not Related
XI.WEBSITES:
https://iedunote.com › organizational-behavior
www.yourarticlelibrary.com › organization › organizational-behaviour-def
https://www.ebsglobal.net › programmes › all-courses › organisational-beh...
obweb.org
XII.EXPERT DETAILS
https://nptel.ac.in/courses/110105033/
https://nptel.ac.in/courses/110/105/110105034/
XIII.JOURNALS
1. Journal of Organizational Behavior - Wiley Online Library
2. Journal of Organizational Behavior Management
3. Journal of Organizational Behavior on JSTOR
4. Journal of Organizational Behavior - Scimago
XIV.LIST OF TOPICS FOR STUDENTS’ SEMINARS

1. Leading Organisations in Disruptive Times
2. Leadership Communication with Impact
3. Employee Emotions Aren’t Noise
4. Stress and conflict management
5. Organisational networks, and roles
XV.CASE STUDIES / PROJECTS

1. Crisis at Papa John`s Pizza: Fall of John Schnatter
2. Amazon`s Workplace Culture
3. Initiating Change: It`s the People, Stupid
4. Best Buy: Discontinuing �Results Only Work Environment�
OPTICAL COMMUNICATIONS (EC853PE)
COURSE PLANNER
I. COURSE OVERVIEW:
Fiber-optic communication is a method of transmitting information from one place to another

by sending pulses of infrared lightthrough an optical fiber. The light forms
an electromagnetic carrier wave that is modulated to carry information. Fiber is preferred
over electrical cabling when high bandwidth, long distance, or immunity to electromagnetic
interference are required. This type of communication can transmit voice, video, and
telemetry through local area networks, computer networks, or across long distances.
II. PREREQUISITES:
1)Analog Communications
2)Digital Communications
III. COURSE OBJECTIVES:
1. To realize the significance of optical fibre communications.

2. To understand the construction and characteristics of optical fibre cable.
3. To develop the knowledge of optical signal sources and power launching.
4. To identify and understand the operation of various optical detectors.
5. To understand the design of optical systems and WDM.
IV. COURSE OUTCOMES:
S.No. Description Bloom’s Taxonomy

Level
1. Understand and analyze the constructional Knowledge, Understand
parameters of optical fibres. (Level1, Level2)
2. Be able to design an optical system. Apply, Create (Level 3,
Level 6)
3. Estimate the losses due to attenuation, absorption, Analyze (Level 4)
scattering and bending.
4. Compare various optical detectors and choose Knowledge, Understand
suitable one for different applications. (Level1, Level2)
V. HOW PROGRAM OUTCOMES ARE ASSESSED:
Leve Proficiency
l assessed by
Engineering knowledge: Apply the knowledge of mathematics,

science, engineering fundamentals, and an engineering Assignments,
PO1 3
specialization to the solution of complex engineering problems Exercises
related to Electronics & Communication and Engineering.
Problem analysis: Identify, formulate, review research

literature, and analyze complex engineering problems related
PO2 to Electronics & Communication Engineering and reaching 3 Assignments
substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
Design/development of solutions: Design solutions for
complex engineering problems related to Electronics &
Communication Engineering and design system components or Assignments,
PO3 3
processes that meet the specified needs with appropriate Exercises
consideration for the public health and safety, and the cultural,
societal, and environmental considerations.
Conduct investigations of complex problems: Use research-
based knowledge and research methods including design of
PO4 3 Assignments
experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.
Modern tool usage: Create, select, and apply appropriate
techniques, resources, and modern engineering and IT tools Assignments,
PO5 3
including prediction and modeling to complex engineering Seminars
activities with an understanding of the limitations.
The engineer and society: Apply reasoning informed by the
contextual knowledge to assess societal, health, safety, legal
PO6 and cultural issues and the consequent responsibilities relevant 2 Seminars
to the Electronics & Communication Engineering professional
engineering practice.
Environment and sustainability: Understand the impact of the
Electronics & Communication Engineering professional
Assignments,
PO7 engineering solutions in societal and environmental contexts, 3
Seminars
and demonstrate the knowledge of, and need for sustainable
development.
Leve Proficiency
l assessed by
Ethics: Apply ethical principles and commit to professional
PO8 ethics and responsibilities and norms of the engineering - -
practice.
Individual and team work: Function effectively as an
Oral
PO9 individual, and as a member or leader in diverse teams, and in 2
Discussions
multidisciplinary settings.
Communication: Communicate effectively on complex
engineering activities with the engineering community and
Document
PO10 with society at large, such as, being able to comprehend and 3
Preparation,
write effective reports and design documentation, make
Presentation
effective presentations, and give and receive clear instructions.
Project management and finance: Demonstrate knowledge and
understanding of the engineering and management principles
PO11 and apply these to one’s own work, as a member and leader in 3 Assignments
a team, to manage projects and in multidisciplinary
environments.
Life-long learning: Recognize the need for, and have the
PO12 preparation and ability to engage in independent and life-long 3 Assignments
learning in the broadest context of technological change.
1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High) - : None
VI. HOW PROGRAM SPECIFIC OUTCOMES ARE ASSESSED:
Proficiency
Program Specific Outcomes Level
assessed by
Professional Skills: An ability to understand the basic
concepts in Electronics & Communication Engineering and to
apply them to various areas, like Electronics, Lectures,
PSO 1 3
Communications, Signal processing, VLSI, Embedded Assignments
systems etc., in the design and implementation of complex
systems.
Problem-Solving Skills: An ability to solve complex
Electronics and communication Engineering problems, using
PSO 2 2 Tutorials
latest hardware and software tools, along with analytical skills
to arrive cost effective and appropriate solutions.
Successful Career and Entrepreneurship: An understanding of
social-awareness & environmental-wisdom along with ethical
Seminars,
PSO 3 responsibility to have a successful career and to sustain 1
Projects
passion and zeal for real-world applications using optimal
resources as an Entrepreneur.
VII. SYLLABUS:
UNIT I
Overview of Optical Fiber Communication: - Historical development, The general system,
Advantages of Optical Fiber Communications, Optical Fiber Wave Guides- Introduction, Ray
Theory Transmission, Total Internal Reflection, Acceptance Angle, Numerical Aperture,
Skew Rays, Cylindrical Fibers- Modes, Vnumber, Mode Coupling, Step Index Fibers, Graded
Index Fibers.
Single Mode Fibers- Cut Off Wavelength, Mode Field Diameter, Effective Refractive Index,
Fiber Materials Glass, Halide, Active Glass, Chalgenide Glass, Plastic Optical Fibers.
UNIT II
Signal Distortion in Optical Fibers: Attenuation, Absorption, Scattering and Bending
Losses, Core and Cladding Losses, Information Capacity Determination, Group Delay, Types
of Dispersion - Material Dispersion, Wave-Guide Dispersion, Polarization Mode Dispersion,
Intermodal Dispersion, Pulse Broadening, Optical Fiber Connectors- Connector Types,
Single Mode Fiber Connectors, Connector Return Loss.
UNIT III
Fiber Splicing: Splicing Techniques, Splicing Single Mode Fibers, Fiber Alignment and
Joint Loss- Multimode Fiber Joints, Single Mode Fiber Joints.
Optical Sources- LEDs, Structures, Materials, Quantum Efficiency, Power, Modulation,
Power Bandwidth Product, Injection Laser Diodes- Modes, Threshold Conditions,
ExternalQuantum Efficiency, Laser Diode Rate Equations, Resonant Frequencies, Reliability
of LED & ILD.
Source to Fiber Power Launching: - Output Patterns, Power Coupling, Power Launching,
Equilibrium Numerical Aperture, Laser Diode to Fiber Coupling.
UNIT IV
Optical Detectors: Physical Principles of PIN and APD, Detector Response Time,
Temperature Effect on Avalanche Gain, Comparison of Photo Detectors, Optical Receiver
Operation- Fundamental Receiver Operation, Digital Signal Transmission, Error Sources,
Receiver Configuration, Digital Receiver Performance, Probability of Error, Quantum Limit,
Analog Receivers.
UNIT V
Optical System Design: Considerations, Component Choice, Multiplexing, Point-to- Point
Links, System Considerations, Link Power Budget with Examples, Overall Fiber Dispersion
in Multi-Mode and Single Mode Fibers, Rise Time Budget with Examples.
Transmission Distance, Line Coding in Optical Links, WDM, Necessity, Principles, Types of
WDM, Measurement of Attenuation and Dispersion, Eye Pattern.
TEXT BOOKS:
1. Optical Fiber Communications – Gerd Keiser, TMH, 4thEdition, 2008.
2. Optical Fiber Communications – John M. Senior, Pearson
Education, 3rdEdition, 2009.
Link for PDF
Link for PPT
Methodolog
Reference
outcomes
Teaching
learning
Lecture
Unit No
Course
y
Topic
1 1 Overview of https://docs.google.com/p https://drive.google.co CO1, T1,
Chalk & Talk

Optical Fiber resentation/d/1AzrjRaKH m/drive/folders/1daRl CO2 R2
Communicatio CgdTgwZle6hc6w9FRfR6 UsXTFyfejGcIXNq2E2
n: - Historical cEAa/edit?usp=drive_we JO21qT2WSR
development b&ouid=11044740887308
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2 1 The general https://docs.google.com/p https://drive.google.co CO1, T1,
Chalk & Talk

system,Advanta resentation/d/1mRQ_ESg m/drive/folders/1daRl CO2 R2
ges of Optical WHN75Yj6mDvulyK1rqU UsXTFyfejGcIXNq2E2
Fiber x80LB1/edit?usp=drive_w JO21qT2WSR
Communications eb&ouid=1104474088730
, 83269514&rtpof=true
3 1 Optical Fiber https://docs.google.com/p https://drive.google.co CO1, T1,
Chalk & Talk

Wave Guides- resentation/d/1SVYsr4SH m/drive/folders/1daRl CO2 R2
Introduction IyruMndcvPsmpjLQVXlrTI UsXTFyfejGcIXNq2E2
t3/edit?usp=drive_web&o JO21qT2WSR
uid=11044740887308326
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4 1 Ray Theory https://docs.google.com/p https://drive.google.co CO1, T1,
Role Play
Transmission, resentation/d/1HRbTy9pA m/drive/folders/1daRl CO2 R2
lsL0e7KBOvy6uXujikNodj UsXTFyfejGcIXNq2E2
qD/edit?usp=drive_web& JO21qT2WSR
ouid=1104474088730832
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5 1 Total Internal https://docs.google.com/p https://drive.google.co CO1, T1,
Reflection, resentation/d/1gYE2f- m/drive/folders/1daRl CO2 R2
PPT
Acceptance N0Brg2bNpysp53G3tip6x UsXTFyfejGcIXNq2E2

Angle, VYj5Y/edit?usp=drive_we JO21qT2WSR
b&ouid=11044740887308
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6 1 Numerical https://docs.google.com/p https://drive.google.co CO1, T1,
Chalk & Talk
Aperture, resentation/d/1PDKjrLo_e m/drive/folders/1daRl CO2 R2

RvCzXLNL9ZMeU6eHiVp UsXTFyfejGcIXNq2E2
DFtY/edit?usp=drive_web JO21qT2WSR
&ouid=110447408873083
269514&rtpof=true
7 1 Skew Rays, https://docs.google.com/p https://drive.google.co CO2, T1,
Cylindrical resentation/d/1o2- m/drive/folders/1daRl CO3 R2
Seminar
Fibers Ms8Kw39mju4Tt- UsXTFyfejGcIXNq2E2

MaIOiU9SFxQ4tIp/edit?u JO21qT2WSR
sp=drive_web&ouid=110
447408873083269514&rt
pof=true
8 1 Modes, https://docs.google.com/p https://drive.google.co CO2, T1,
Chalk & Talk

Vnumber, Mode resentation/d/1YND5n6m m/drive/folders/1daRl CO3 R2
Coupling 8pvhUbG5MWWY_QIoN UsXTFyfejGcIXNq2E2
R3WfEj3- JO21qT2WSR
/edit?usp=drive_web&oui
d=110447408873083269
514&rtpof=true
9 1 Step Index https://docs.google.com/p https://drive.google.co CO2, T2,
Fibers, resentation/d/1YND5n6m m/drive/folders/1daRl CO3 R3
PPT
8pvhUbG5MWWY_QIoN UsXTFyfejGcIXNq2E2
R3WfEj3- JO21qT2WSR
/edit#slide=id.p1
10 1 Graded Index https://docs.google.com/p https://drive.google.co CO2, T2,
Chalk &
Fibers. resentation/d/1YND5n6m m/drive/folders/1daRl CO3 R3
Talk
8pvhUbG5MWWY_QIoN UsXTFyfejGcIXNq2E2
R3WfEj3- JO21qT2WSR
/edit#slide=id.p1
11 1 Single Mode https://docs.google.com/p https://drive.google.co CO2, T2,
Chalk &
Fibers- Cut Off resentation/d/1YND5n6m m/drive/folders/1daRl CO3 R3
Talk
Wavelength 8pvhUbG5MWWY_QIoN UsXTFyfejGcIXNq2E2
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12 1 Mode Field https://docs.google.com/p https://drive.google.co CO2, T2,
Diameter, resentation/d/1YND5n6m m/drive/folders/1daRl CO3 R3
GD
Effective 8pvhUbG5MWWY_QIoN UsXTFyfejGcIXNq2E2
Refractive R3WfEj3- JO21qT2WSR
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13 1 Fiber Materials https://docs.google.com/p https://drive.google.co CO2, T2,
Glass, Halide, resentation/d/1YND5n6m m/drive/folders/1daRl CO3 R3
PPT
Active Glass 8pvhUbG5MWWY_QIoN UsXTFyfejGcIXNq2E2
R3WfEj3- JO21qT2WSR
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14 1 Chalgenide https://docs.google.com/p https://drive.google.co CO2, T2,
Glass, Plastic resentation/d/1YND5n6m m/drive/folders/1daRl CO3 R3
PPT
Optical Fibers 8pvhUbG5MWWY_QIoN UsXTFyfejGcIXNq2E2
R3WfEj3- JO21qT2WSR
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15 1 MOCK TEST-1
16 Signal https://docs.google.co CO1, T1,

Chalk & Talk
Distortion in m/presentation/d/12Sfzz CO3 R1

Optical Fibers: I_AbVT5kB-
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w/edit?usp=drive_web&
ouid=110447408873083
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17 Attenuation, https://docs.google.com/p https://drive.google.co CO1, T1,
Chalk & Talk

Absorption resentation/d/16Siav8gu m/drive/folders/1K5ER CO3 R1
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18 Scattering and https://docs.google.com/p https://drive.google.co CO1, T1,
Chalk & Talk

Bending resentation/d/1yHRHNB4 m/drive/folders/1K5ER CO3 R1
Losses m3K- wEHawdjs7pmcVxgMl
ldpGGe7lYVLizNPUfxme FJ9pkSbs0nV
3/edit?usp=drive_web&o
uid=11044740887308326
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19 BRIDGE CLASS
2
20 Core and https://docs.google.com/p https://drive.google.co CO1, T1,
Chalk & Talk

Cladding Losses resentation/d/12jSNzAAx m/drive/folders/1K5ER CO3 R1
NDqWhrAbCGmHI1UJ3P wEHawdjs7pmcVxgMl
2c9YGx/edit?usp=drive_ FJ9pkSbs0nV
web&ouid=11044740887
3083269514&rtpof=true
21 Information https://docs.google.com/p https://drive.google.co CO1, T1,
Capacity resentation/d/1DJKVG8fZ m/drive/folders/1K5ER CO3 R1
PPT
Determination HrtSnCkiTOVxkuuxYJPA wEHawdjs7pmcVxgMl
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&ouid=110447408873083
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22 BRIDGE CLASS
3
23 Group Delay, https://docs.google.com/p https://drive.google.co CO1, T2,

resentation/d/1eM5bi- m/drive/folders/1K5ER CO3 R4
MuYstGInpyum60zkb3ah wEHawdjs7pmcVxgMl Seminar
wFrrjs/edit?usp=drive_we FJ9pkSbs0nV
b&ouid=11044740887308
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24 Types of https://docs.google.com/p https://drive.google.co CO1, T2,
Dispersion - resentation/d/1eM5bi- m/drive/folders/1K5ER CO3 R4
PPT
Material MuYstGInpyum60zkb3ah wEHawdjs7pmcVxgMl

Dispersion wFrrjs/edit?usp=drive_we FJ9pkSbs0nV
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25 Wave-Guide https://docs.google.com/p https://drive.google.co CO1, T2,
Chalk & Talk
Dispersion, resentation/d/1SU0HrTer m/drive/folders/1K5ER CO3 R4

mnt- wEHawdjs7pmcVxgMl
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26 Polarization https://docs.google.com/p https://drive.google.co CO1, T2,
Chalk & Talk

Mode resentation/d/1OCm3cv- m/drive/folders/1K5ER CO3 R4
Dispersion gC20ZCR_X0HWa4BruIJ wEHawdjs7pmcVxgMl
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web&ouid=11044740887
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27 Intermodal https://docs.google.com/p https://drive.google.co CO1, T2,
Chalk & Talk

Dispersion, resentation/d/1eM5bi- m/drive/folders/1K5ER CO3 R4
Pulse MuYstGInpyum60zkb3ah wEHawdjs7pmcVxgMl
Broadening, wFrrjs/edit?usp=drive_we FJ9pkSbs0nV
b&ouid=11044740887308
3269514&rtpof=true
28 Optical Fiber https://docs.google.com/p https://drive.google.co CO1, T2,
Connectors- resentation/d/1eM5bi- m/drive/folders/1K5ER CO3 R4
PPT
MuYstGInpyum60zkb3ah wEHawdjs7pmcVxgMl
b&ouid=11044740887308
3269514&rtpof=true
29 BRIDGE CLASS
4
30 Connector https://docs.google.com/p https://drive.google.co CO2, T2,
Chalk & Talk

Types,Single resentation/d/1eM5bi- m/drive/folders/1K5ER CO3 R4
Mode Fiber MuYstGInpyum60zkb3ah wEHawdjs7pmcVxgMl
Connectors wFrrjs/edit?usp=drive_we FJ9pkSbs0nV
b&ouid=11044740887308
3269514&rtpof=true
31 Connector https://docs.google.com/p https://drive.google.co CO2, T2,
Chalk & Talk

Return Loss resentation/d/1eM5bi- m/drive/folders/1K5ER CO3 R4
b&ouid=11044740887308
3269514&rtpof=true
32 Connector https://docs.google.com/p https://drive.google.co CO2,
Return Loss resentation/d/1eM5bi- m/drive/folders/1K5ER CO3
b&ouid=11044740887308
3269514&rtpof=true
33 Fiber Splicing: https://drive.google.com/d https://drive.google.co CO2, T1,

Splicing rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R5
GD
Techniques, 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u

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34 Splicing Single https://drive.google.com/d https://drive.google.co CO2, T1,
Chalk &
Mode Fibers rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R5
Talk
64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u
71VH b7OOO9zPVJ
35 Fiber Alignment https://drive.google.com/d https://drive.google.co CO2, T1,
Chalk &
and Joint Loss rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R5
Talk
64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u
71VH b7OOO9zPVJ
36 Multimode Fiber https://drive.google.com/d https://drive.google.co CO2, T1,

Joints, Single rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R5
PPT
Mode Fiber 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u
Joints. 71VH b7OOO9zPVJ
37 BRIDGE CLASS
5
38 Optical https://drive.google.com/d https://drive.google.co CO2, T1,
Chalk &
Sources- LEDs, rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R5
Talk
Structures, 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u
Materials. 71VH b7OOO9zPVJ
39 Quantum https://drive.google.com/d https://drive.google.co CO2, T1,
Chalk &
Efficiency, rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R5
Talk
Power, 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u
Modulation. 71VH b7OOO9zPVJ
40 Power https://drive.google.com/d https://drive.google.co CO2, T1,
Chalk &
Bandwidth rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R5
Talk
Product, 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u
Injection Laser 71VH b7OOO9zPVJ
Diodes.
41 Modes, https://drive.google.com/d https://drive.google.co CO1, T1,
Chalk &
Threshold rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R5
Talk
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m Efficiency.
42 Laser Diode https://drive.google.com/d https://drive.google.co CO1, T1,
Rate Equations, rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R2
PPT
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Frequencies. 71VH b7OOO9zPVJ
43 Reliability of https://drive.google.com/d https://drive.google.co CO1, T1,

Chalk &Talk
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&ILD,Source to 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u
Fiber Power 71VH b7OOO9zPVJ
Launching: -
Output Patterns
44 Power Coupling, https://drive.google.com/d https://drive.google.co CO1, T1,
Seminar
Power rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R2

Launching. 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u
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45 Equilibrium https://drive.google.com/d https://drive.google.co CO1, T1,
Numerical rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R2
Aperture, Laser 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u
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Coupling.
46 Optical https://docs.google.com/p https://drive.google.co CO1, T2,

Detectors: resentation/d/1cu- m/drive/folders/1xtLGs CO3 R6
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Principles of PIN 8wvLjDNP10j/edit?usp=d eo8ZR6g-
and APD. rive_web&ouid=1104474
08873083269514&rtpof=t
rue
47 Detector https://docs.google.com/p https://drive.google.co CO1, T2,
Chalk & Talk

Response resentation/d/1r6MVrL6x m/drive/folders/1xtLGs CO3 R6
Time,Temperatu ZJJstQjir9kQ- jVl0k2dc7fbt39YDHbs
re Effect on Gmre1PN3wRW/edit?usp eo8ZR6g-
Avalanche Gain. =drive_web&ouid=11044
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f=true
48 Comparison of https://docs.google.com/p https://drive.google.co CO1, T2,
Chalk & Talk

Photo Detectors. resentation/d/1cJLe144Fx m/drive/folders/1xtLGs CO3 R6
5NEVeNpekRuRDp_oVT jVl0k2dc7fbt39YDHbs
xVLre/edit?usp=drive_we eo8ZR6g-
b&ouid=11044740887308
3269514&rtpof=true
49 Optical Receiver https://docs.google.com/p https://drive.google.co CO1, T2,
resentation/d/1cJLe144Fx m/drive/folders/1xtLGs CO3 R6
PPT
b&ouid=11044740887308
3269514&rtpof=true
50 Operation- https://docs.google.com/p https://drive.google.co CO1, T2,
Fundamental resentation/d/1cJLe144Fx m/drive/folders/1xtLGs CO3 Seminar R6
Receiver 5NEVeNpekRuRDp_oVT jVl0k2dc7fbt39YDHbs
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b&ouid=11044740887308
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51 Digital Signal https://docs.google.com/p https://drive.google.co CO1,
Transmission, resentation/d/1cJLe144Fx m/drive/folders/1xtLGs CO3
Error Sources. 5NEVeNpekRuRDp_oVT jVl0k2dc7fbt39YDHbs
b&ouid=11044740887308
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52 BRIDGE CLASS T3,
Chalk &
7 R1
Talk
53 Receiver https://docs.google.com/p https://drive.google.co CO1, T3,
Configuration, resentation/d/1cJLe144Fx m/drive/folders/1xtLGs CO3 R1
PPT
Digital Receiver 5NEVeNpekRuRDp_oVT jVl0k2dc7fbt39YDHbs
Performance. xVLre/edit?usp=drive_we eo8ZR6g-
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54 Probability of https://docs.google.com/p https://drive.google.co CO1, T2,
Chalk & Talk

Error, Quantum resentation/d/1cJLe144Fx m/drive/folders/1xtLGs CO3 R6
Limit. 5NEVeNpekRuRDp_oVT jVl0k2dc7fbt39YDHbs
b&ouid=11044740887308
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55 Analog https://docs.google.com/p https://drive.google.co CO1, T2,
Receivers. resentation/d/1cJLe144Fx m/drive/folders/1xtLGs CO3 R6
Seminar
b&ouid=11044740887308
3269514&rtpof=true
56 MOCK TEST-2
57 BRIDGE CLASS
8
58 Optical System https://docs.google.com/p https://drive.google.co CO3, T2,
Chalk & Talk

Design: resentation/d/1_72ENM2 m/drive/folders/1RTBN CO4 R2
Considerations, GrLbYZ01hcR3KCu0Nur TeFgKTkKv3yI4dbjbU
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59 Multiplexing, https://docs.google.com/p https://drive.google.co CO3, T2,
Chalk & Talk
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Links, System ALiVJxNv8X- TeFgKTkKv3yI4dbjbU
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60 Link Power https://docs.google.com/p https://drive.google.co CO3, T2,
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PPT
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61 Overall Fiber https://docs.google.com/p https://drive.google.co CO3, T2,
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Fibers sp=drive_web&ouid=110
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62 Rise Time https://docs.google.com/p https://drive.google.co CO3, T2,
Budget with resentation/d/1GAgK667 m/drive/folders/1RTBN CO4 R2
Examples.Trans VRm5qcpH- TeFgKTkKv3yI4dbjbU
GD
mission E94ttc8zT8Q7ul31/edit?u 5_XtV_Jqyv
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63 Line Coding in https://docs.google.com/p https://drive.google.co CO3, T2,
Optical Links, resentation/d/1GAgK667 m/drive/folders/1RTBN CO4 R2
WDM VRm5qcpH- TeFgKTkKv3yI4dbjbU
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64 Necessity, https://docs.google.com/p https://drive.google.co CO3, T2,
Principles, resentation/d/1GAgK667 m/drive/folders/1RTBN CO4 R2
Chalk & Talk

Types of VRm5qcpH- TeFgKTkKv3yI4dbjbU
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Pattern
65 MID EXAM II
REFERENCE BOOKS:
1. Fiber Optic Communications – D.K. Mynbaev, S.C. Gupta and
Lowell L. Scheiner, PearsonEducation,2005.
2. Text Book on Optical Fibre Communication and its
Applications – S.C.Gupta, PHI, 2005.
3. FiberOpticCommunicationSystems–
GovindP.Agarwal,JohnWiley,3rdEdiition, 2004.
4. IntroductiontoFiberOpticsbyDonaldJ.SterlingJr.–Cengagelearning,2004.
5. Optical Communication Systems – John Gowar, 2ndEdition, PHI, 2001.
NPTEL Web Course:
1. https://onlinecourses.nptel.ac.in/noc18_ee28
2.https://www.tutorialspoint.com/principles_of_communication/principles_of_optical
_fiber_communications.htm
3.https://www.elprocus.com/basic-elements-of-fiber-optic-communication-system-
and-its-working
4. https://www.scribd.com/document/7314300/fibre-optical-sources-detectors
5. http://www.fiber-optics.info/articles/fiber_optic_detectors
6. http://www.tpub.com/neets/tm/111-1.htm
NPTEL Video Course:

1.http://nptel.ac.in/courses/117104127/
2.nptel.ac.in/courses/117/101/117101002/
3.nptel.ac.in/courses/117101054
GATE SYLLABUS&IES SYLLABUS:Not Applicable
VIII. COURSE PLAN (WEEK-WISE):

IX. MAPPING COURSE OUTCOMES LEADING TO THE ACHIEVEMENT OF
PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES:
Course Program Outcomes Program Specific

Outcomes Outcomes
PO PO PO PO PO PO PO PO PO PO1 PO11 PO PSO PSO PSO3
1 2 3 4 5 6 7 8 9 0 12 1 2
CO1 2 3 2 2 2 2 2 - 1 2 2 2 2 2 1
CO2 2 2 2 2 2 1 2 - 2 3 3 2 3 1 1
CO3 3 3 3 3 3 2 3 - 1 3 2 3 2 2 1
CO4 2 3 2 2 2 2 2 - 1 2 2 3 2 2 1
Average 2.5 2.5 2.5 2.5 2.5 1.5 2.5 - 1.5 2.5 2.5 2.5 2.5 1.83 1
Average
3 3 3 3 3 2 3 - 2 3 3 3 3 2 1
(Rounded)
X. QUESTION BANK (JNTUH) :
UNIT – I
Long Answer Questions:

S.No. Question Blooms Course
Taxonomy Outcom
Level e
Draw a block diagram of fiber optic communication Remember 1
1.
system and describe the function of each component?
2. Explain step index and Graded index fiber? Remember 1
Explain acceptance angle and numerical aperture for Apply 1
3.
meridional rays ?
Explain skew rays and derive numerical aperture for Remember 1
4.
skew rays?
5. Explain the fiber materials? Understand 1
6. Explain the following attenuation and absorption. Understand 1
Describe the fiber optic connectors, single mode fiber Analyze 1
7.
connectors?
8. Explain splicing techniques. Understand 1
9. Describe the ray theory transmission. Remember 1
10. What are the advantages of fiber optic communication? Understand 1
Short Answer Questions:

Taxonomy Outcom
Level e
1. What is acceptance angle? Remember 1

Draw a block diagram of fiber optic communication Understand 1
2.
system?
3. State Snell’s Law? Understand 1
4. Define Numerical aperture of the fiber? Remember 1
5. What is meant by the term critical propagation angle? Understand 1
6. Explain skew rays and derive NA for skew rays. Remember 1
Explain fiber materials. Evaluate 1

7.
8. Define Cut Off Wavelength Remember 1
9. Explain Mode Field Diameter Understand 1
10. Define Effective Refractive Index Understand 1
UNIT - II

Taxonomy Outcom
Level e
1. Discuss various dispersion mechanisms. Evaluate 2
2. Explain the bending losses? Analyze 2
3. Explain the optical fiber connectors? Understand 2
4. Explain overall fiber dispersion in single mode fiber? Understand 2
5. Explain intermodal dispersion and Polarization mode Remember 2
dispersion?
Discuss the below scattering losses. Understand 2
6.
(a).Rayleigh scattering (b) .Mie scattering.
What is absorption in optical fiber and explain the two Understand 2
7.
types of absorption?
8. Explain the bending losses? Analyze 2
Explain intermodal dispersion and Polarization mode Evaluate 2
9.
dispersion?
10. Describe the power coupling. Understand 3

Taxonomy Outcom
Level e
1. Define attenuation? Remember 2
2. Define absorption? Understand 2
3. What is group delay? Understand 2
4. What are the types of dispersions? Understand 2
5. What are the types of bending losses? Evaluate 2
6. Define Polarization Mode Dispersion Evaluate 2
7. Explain Intermodal Dispersion? Remember 2
8. Define Core and Cladding Losses? Understand 2
9. Calculate Information Capacity ? Remember 2
10. Define Connector Return Loss. Understand 2
UNIT - III
Taxonomy Outcom
Level e
1. Explain splicing techniques? Remember 3
2. Explain splicing in single mode fibers? Understand 3
3. Explain single mode fiber joints Understand 3
4. Describe Power Coupling? Understand 3
Explain power launching and Equilibrium numerical Understand 3
5.
aperture?
6. Explain multi mode fiber joints? Analysis 3
7. Explain splicing techniques? Understand 4
Derive the equations for power launching and power Understand 4
8.
coupling.
Draw the output patterns and explain it. Understand 4
9
Draw a neat diagram of fundamental receiver operation Understand 4
10
and explain it.

Taxonomy Outcom
Level e
1. Name the splicing techniques? Remember 3
2. Define external quantum efficiency? Remember 3
3. What is power coupling? Understand 3
4. What is power launching? Remember 3
5. What is Equilibrium numerical aperture? Analyze 3
6. Power Coupling? Understand 4
7. Power Launching? Remember 4
8. Explain Equilibrium Numerical Aperture? Remember 4
9. Calculate the Threshold Conditions? Analyze 4
10. Define External Quantum Efficiency? Remember 4
UNIT - IV
Taxonomy Outcom
Level e
1. Explain the principle of operation of a PIN diode. Understand 2
2. Explain the operation of an APD with a neat sketch. Remember 2
Explain the Fundamental receiver operation with a neat Understand 2
3.
diagram.
4. Explain the detector response time. Understand 2
5. Explain about Analog receivers. Analyze 2
6. Draw the schematic view of APD and explain it. Remember 4
7. Compare PIN and APD photo detectors. Remember 4
8. What is the temperature effect on avalanche gain? Analysis 4
Discuss the performance of a digital receiver by defining Understand 4
9.
probability of Error.
Explain about rise time budget of a fiber optical point – Remember 4
10.
point link with an example.

Taxonomy Outcom
Level e
1. Write any two differences between PIN and APD. Remember 4
2. Define Error rate. Remember 4
3. What is the temperature effect on Avalanche gain. Understand 4
4. Define responsivity of a photo diode. Remember 4
5. Define the term quantum limit. Remember 3
6. Detector Response Time Understand 3
7. AnalyseTemperature Effect on Avalanche Gain Remember 3
8. Compare Photo Detectors Understand 3
9. Calculate Probability of Error Understand 3
10. EplainDetector Response Time Understand 4
UNIT – V

Taxonomy Outcom
Level e
1. Explain in Detail about system Considerations. Understand 3
2. Explain about Link Power Budget. Understand 3
Explain about Rise Time Budget of a fiber optic Point- Understand 3
3.
Point Link.
Discuss the operational features of WDM and explain its Remember 3
4.
Key features.
5. Explain how to measure the Attenuation and Dispersion. Remember 3
6. Explain about Link Power Budget with an example Understand 3
7. What are the component choices in system design. Understand 4
Discuss the operational features of WDM and explain its Understand 4
8.
Key features.
Explain the concept of overall fiber dispersion in optical Understand 4
9.
fibers.
10. Describe the necessity of WDM. Remember 4

Taxonomy Outcom
Level e
1. What are the component choices in system design? Remember 4
2. Define WDM. Remember 4
3. Give the range of system margin in Link Power Budget Understand 4
4. Define Power Budget Analysis. Analyze 4
5. Define mode partition Noise. Analyze 3
6. Define Line Coding in Optical Links Understand 3
7. Discuss the Types of WDM Remember 3
Analyse the Measurement of Attenuation and Remember 3
8.
Dispersion
9. Explain Eye Pattern. Understand 3
10. Define Point-to- Point Links Understand 4
OBJECTIVE QUESTIONS:
UNIT 1
1.Who proposed the idea of transmission of light via dielectric waveguide structure?
a)Christian Huygens
b)Karponand Bockham
c)Hondrosanddebye
d)Albert Einstein
Answer:c
2.Who proposed the use of clad waveguide structure?
a)Edward Appleton
b)Schriever
c)Kaoand Hockham
d)James Maxwell
Answer:c
3. Which law gives the relationship between refractive index of the dielectric?
a)Law of reflection
b)Law of refraction(Snell’sLaw).
c)Millman’sLaw
d)Huygen’sLaw
Answer:b
4.The light sources used in fibre optics communication are :

a)LED’sandLasers
b)Phototransistors
c)Xenonlights
d)Incandescent
Answer:a
5.The ________ ray passes through the axis of the fiber core.
a)Reflected
b)Refracted
c)Meridional
d)Shew
Answer:c
6. Light incident on fibers of angles________the acceptance angle do not propagate into the
fiber
a)Less than
b)Greater than
c)Equal to
d)Less than and equal to
Answer:b
7. What is the numerical aperture of the fiber if the angle of acceptance is 16 degree
a)0.50
b)0.36
c)0.20
d)0.27
Answer:d
8. The ratio of speed of light in air to the speed of light in another medium is called
as_________
a)Speed factor
b)Dielectric constant
c)Reflection index
d)Refraction index
Answer:d
9. When a ray of light enters one medium from another medium, which quality will not
change
a)Direction
b)Frequency
c)Speed
d)Wavelength
Answer:b
UNIT-II
1. An optical fiber has core-index of 1.480 and a cladding index of 1.478. What should be the
core size for single mode operation at 1310nm?
a)7.31μm
b)8.71μm
c)5.26μm
d)6.50μm
Answer:d
2. An optical fiber has a core radius 2μmand a numerical aperture of 0.1. Will this fiber
operate at single mode at 600nm?
a)Yes
b)No
Answer:a
3. What is needed to predict the performance characteristicsics of single mode fibers?
a)The intermodal delay effect
b)Geometric distribution of light in a propagating mode
c)Fractional power flow in the cladding of fiber
d)Normalized frequency
Answer:b
4.Which equation is used to calculate MFD?

a)Maxwell’s equations
b)Peterman equations
c)AllenCahn equations
d)Boltzmann’s equations
Answer:b
5. A single mode fiber has mode field diameter 10.2μmand V=2.20. What is the core
diameter of this fiber?
a)11.1μm
b)13.2μm
c)7.6μm
d)10.1μm
Answer:d
6. The difference between the modes’ refractive indices is called as

a)Polarization
b)Cutoff
c)Fiber birefringence
d)Fiber splicing
Answer:c
7. A single mode fiber has a beat length of 4cm at 1200nm. What is birefringence?
a)2*10-5
b)1.2*10-5
c)3*10-5
d)2
Answer:c
8. How many propagation modes are present in single mode fibers?

a)One
b)Two
c)Three
d)Five
Answer:b
9. Numerical aperture is constant in case of step index fiber. State whether the statement is
true or false.
a)True
b)False
Answer:a
10. Plastic fibers are less widely used than glass fibers. State whether the statement is true or
false.
a)True
b)False
Answer:a
UNIT-III
1.Multimode step index fiber has
a)Large core diameter & large numerical aperture
b)Large core diameter and small numerical aperture
c)Small core diameter and large numerical aperture
d)Small core diameter & small numerical aperture
Answer:a
2. A typically structured glass multimode step index fiber shows as variation of attenuation in
range of
a)1.2to90dBkm-1 at wavelength 0.69μm
b)3.2to30dBkm-1 at wavelength 0.59μm
c)2.6to50dBkm-1 at wavelength 0.85μm
d)1.6to60dBkm-1 at wavelength 0.90μm
Answer:c
3. A multimode step index fiber has a large core diameter of range

a)100 to 300μm
b)100 to 300nm
c)200 to 500μm
d)200 to 500nm
Answer:a
4.Multimode step index fibers have a bandwidth of

a)2to30 MHzkm
b)6to50 MHzkm
c)10to40 MHzkm
d)8to40 MHzkm
Answer:b
5. Multimode graded index fibers are manufactured from materials with

a)Lower purity
b)Higher purity than multimode step index fibers.
c)No impurity
d)Impurity as same as multimode step index fibers.
Answer:b
6. The performance characteristics of multimode graded index fibers are

a)Better than multimode step index fibers.
b)Same as multi mode step index fibers.
c)Lesser than multimode step index fibers
d)Negligible
Answer:a
7. Multimode graded index fibers have overall buffer jackets same as multimode step index
fibers but have core diameters
a)Larger than multimode step index fibers.
b)Smaller than multimode stepindex fibers.
c)Same as that of multimode step index fibers.
d)Smaller than single mode step index fibers.
Answer:b
8. Multimode graded index fibers with wavelength of 0.85μm have numerical aperture of
0.29 have core/cladding diameter of
a)62.5μm/125μm
b)100μm/140μm
c)5μm/125μm
d)50μm/125μm
Answer:b
9. Multimode graded index fibers use incoherent source only. State whether the following
statement is true or false.
a)True
b)False
Answer:b
10.In single mode fibers, the most beneficial index profile is

a)Step index
b)Graded index
c)Step and graded index
d)Coaxial cable
Answer:b
UNIT-IV
1. For a photo-diode with responsivity of 0.50 A/W & optical power of about 12μW, what
would be the value of generated photocurrent?
a. 3 μA
b. 6 μA
c. 9 μA
d. 12μA
Answer: b
2 Which component of an optical receiver is a linear frequency shaping filter used for the
compensation of signal distortion and Inter Symbol Interference (ISI)?
a. Photodetector
b. Amplifier
c. Equalizer
Answer: c
3. In digital receivers, which codes are used to designate the sampled analog signals after
their quantization into discrete levels?
a. Binary
b. Decimal
c. ASCII
d. Excess-3
Answer :a
4.Which feature of an eye-diagram assists in the measurement of additive noise in the signal?
a. Eye opening (height,peaktopeak)
b. Eyeovershoot/undershoot
c. Eyewidth
Answer a
5) Which method determines the dispersion limitation of an optical link?

a. Link power budget
b. Rise time budget
c. Both a and b
Answer: b
6. Which phenomenon causes the dynamic line width broadening under the direct
modulation of injection current?
a. Modal Noise
b. Mode-partition Noise
c. Frequency Chirping
d. Reflection Noise
Answer: c
7. Speckle pattern is generated due to interference of nodes from a coherent source

especially when the coherence time of source is _________ the intermodal dispersion time in
the fiber.
a. Less than
b. Greater than
c. Equal to
Answer: b
8. Which among the following is/are determined by the fiber characterization?

a. Fiber integrity & performance for desired transmission rate
b. Installation practices
c. Service Implementation
d. All of the above
Answer: d
9.From the tests carried out in fiber characterization, which among the following measures
the total light reflected back to the transmitter caused by the fiber as well as the components
like connector pairs and mechanical splices?
a. ORL
b. OTDR
c. LTS
d. PMD
Answer:a
10.In fiber fault location, the equation of length (l) for time difference (t) is expressed as L =
ct / 2n1 . Which factor in this equation implies that the light travels a length from source to
break point and then through another length on the return trip?
a. L
b. c
c. t
d. 2
Answer: d
UNIT-V
1.In the structure of fiber, the light is guided through the core due to total internal ______
a. reflection
b. refraction
c. diffraction
d. dispersion
ANSWER: a
2.In the structure of a fiber, which component provides additional strength and prevents the
fiber from any damage?
a. Core
b. Cladding
c. Buffer Coating
ANSWER: c
3.Which is the transmission medium for VLF electromagnetic waves especially applicable for
aeronautical and submarine cables?
a. Paired wires
b. Coaxial cable
c. Waveguide
d. Wireless
ANSWER: a
4.Which rays exhibit the variation in the light acceptability ability of the fiber?
a. Meridional
b. Skew
c. Leaky
d. All of the above
ANSWER: b
5.If a fiber operates at 1400nm with the diameter of about 10 μm, n1 = 1.30, Δ = 0.80% , V =
3.5, then how many modes will it have?
a. 6.125
b. 9.655
c. 12.95
d. 16.55
ANSWER: a
6.Which kind of dispersion phenomenon gives rise to pulse spreading in single mode fibers?
a. Intramodal
b. Intermodal
c. Material
d. Group Velocity
ANSWER: a
7.With respect to single mode and graded index fibers, which parameter specifies the
propagation of polarization modes with different phase velocities & the difference between
their effective refractive indices?
a. Mode field diameter
b. Birefringence
c. Fiber beat length
d. Spot Size
ANSWER: b
8.On which of the following factor/s do/does the ‘Hydrogen Effect’ depend/s?
a. Type of fiber & Cable Design
b. Operating Wavelength
c. Installation Method
d. All of the above
ANSWER: d
9.Consider the statements given below. Which among them is not a drawback of double
crucible method?
a. Utility in mass production of fibers
b. High attenuation
c. High OH content in drawn fiber
d. Addition of impurity while the fiber is drawn
ANSWER: a
10.At which level of temperature does the oxidation process occur in MCVD?
a. Low
b. Moderate
c. High
d. Unpredictable
ANSWER: c
XIII. WEBSITES:
1. http://www.tpub.com/neets/tm/111-1.htm
2. https://community.fs.com/blog/understanding-loss-in-fiber-optic.html
3. https://www.juniper.net/documentation/en_US/release-
independent/junos/topics/concept/fiber-optic-cable-signal-loss-attenuation-dispersion-
understanding.html
4. https://www.scribd.com/doc/27163745/Loss-Characteristics-of-Optical-Fiber
5. http://www.brainkart.com/article/Fundamental-Receiver-Operation_13633/
6. http://shodhganga.inflibnet.ac.in/bitstream/10603/126619/11/11_chapter%203.pdf
XIV. EXPERT DETAILS:

1. Dr. P. V. D. Somasekhar Rao (JNTUH)
2. Dr. T.SatyaSavithri (JNTUH)
3. Mrs N Mangala Gouri (JNTUH)
4. Dr.D.Rama Krishna (O.U)
5. Dr.K.ChandraBhushana Rao (JNTUK)
6. Dr. V. Sumalatha (JNTUA)
7. Dr. M.N Giriprasad (JNTUA)
XV. JOURNALS:
INTERNATIONAL
1. Journal of Optical and Fiber Communication Research
2. Journal of Optical Communications and Networking
NATIONAL
1. Trends in Opto-electro & Optical Communication

2. Journal of Optics
XVI. LIST OF TOPICS FOR STUDENT SEMINARS:
1. NRAM.
2. Object-Oriented Concepts.
3. Optic Fibre Cable.
4. Optical Camouflage.
5. Optical Coherence Tomography.
6. Optical Mouse.

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ORGANIZATIONAL BEHAVIOUR

III. COURSE OBJECTIVIES:

V. How Program Outcomes are Assessed:

VIII. LESSON PLAN:

MclB4yDvx9Mp0 s5SN7Go6ilSTI/edi T1,T2

7 Personality & Attitudes https://docs.google https://docs.google.

17 Communication-Types https://docs.google https://docs.google.

AV8p- t?usp=sharing T3,T4

34 Job design and goal https://docs.google https://docs.google.

IX.MAPPING COURSE OUTCOMES LEADING TO THE ACHIEVEMENT

Long Answer Questions-

5. How the job design and behavior leading to high individual

XIV.LIST OF TOPICS FOR STUDENTS’ SEMINARS

XV.CASE STUDIES / PROJECTS

Fiber-optic communication is a method of transmitting information from one place to another

III. COURSE OBJECTIVES:

1. To realize the significance of optical fibre communications.

IV. COURSE OUTCOMES:

S.No. Description Bloom’s Taxonomy

Engineering knowledge: Apply the knowledge of mathematics,

Problem analysis: Identify, formulate, review research

VI. HOW PROGRAM SPECIFIC OUTCOMES ARE ASSESSED:

1 1 Overview of https://docs.google.com/p https://drive.google.co CO1, T1,

Chalk & Talk

Chalk & Talk

Chalk & Talk

Acceptance N0Brg2bNpysp53G3tip6x UsXTFyfejGcIXNq2E2

Aperture, resentation/d/1PDKjrLo_e m/drive/folders/1daRl CO2 R2

Fibers Ms8Kw39mju4Tt- UsXTFyfejGcIXNq2E2

Chalk & Talk

16 Signal https://docs.google.co CO1, T1,

Distortion in m/presentation/d/12Sfzz CO3 R1

Chalk & Talk

Chalk & Talk

20 Core and https://docs.google.com/p https://drive.google.co CO1, T1,

Chalk & Talk

23 Group Delay, https://docs.google.com/p https://drive.google.co CO1, T2,

Material MuYstGInpyum60zkb3ah wEHawdjs7pmcVxgMl

Dispersion, resentation/d/1SU0HrTer m/drive/folders/1K5ER CO3 R4

Chalk & Talk

Chalk & Talk

30 Connector https://docs.google.com/p https://drive.google.co CO2, T2,

Chalk & Talk

Chalk & Talk

33 Fiber Splicing: https://drive.google.com/d https://drive.google.co CO2, T1,

Techniques, 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u

35 Fiber Alignment https://drive.google.com/d https://drive.google.co CO2, T1,

36 Multimode Fiber https://drive.google.com/d https://drive.google.co CO2, T1,

38 Optical https://drive.google.com/d https://drive.google.co CO2, T1,

39 Quantum https://drive.google.com/d https://drive.google.co CO2, T1,

40 Power https://drive.google.com/d https://drive.google.co CO2, T1,

Resonant 64XVypQwWt857F6NXH dx3c_UgdOkOnJj679u

43 Reliability of https://drive.google.com/d https://drive.google.co CO1, T1,

LED rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R2

Power rive/folders/1e5MZ7rl7O0 m/drive/folders/1X1M5 CO3 R2

46 Optical https://docs.google.com/p https://drive.google.co CO1, T2,

Chalk & Talk

Chalk & Talk

Chalk & Talk

58 Optical System https://docs.google.com/p https://drive.google.co CO3, T2,

Chalk & Talk

Point-to- Point resentation/d/13B- m/drive/folders/1RTBN CO4 R2