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K L Deemed to be University
Department of Computer Science and Engineering-Honors -- KLVZA
Course Handout
2024-2025, Odd Sem
Course Title :COMPUTATIONAL THINKING FOR STRUCTURED DESIGN
Course Code :23SC1101
L-T-P-S Structure : 3-0-2-4
Pre-requisite :
Credits :5
Course Coordinator :Sreeram Nimmagadda
Team of Instructors :
Teaching Associates :
Syllabus :Module 1: Structured Programming Paradigm: Problem Solving Approach, Algorithms and Algorithm Analysis, Program
Development Steps, Structure of C Program, Pre-Processor Directives, Design of Building Blocks for solving real world problems:
Modularization: Functions, Scope of Variables and Storage classes, Data Types: Primitive, Extended and Derived Including Pointers,
Operators: Types of operators, Precedence, Associativity, Formatted I/O, Decision Making using conditional statements. Module 2:
Definite and indefinite Iterative statements. Recursion, logic building using complex building blocks, Bitwise operators, Redirecting I/O:
Files and File Operations. Module 3: Command line arguments, CRUD operations on Basic Data Structures: Basic Data Structure:
Arrays, 2-D Arrays, Dynamic Memory Allocation Searching: Linear Search and Binary Search Sorting: Bubble Sort. Module 4: CRUD
operations on Linear Data Structures: Stacks, Queues, Single Linked List, Introduction to nonlinear data structures.
Text Books :1. The C Programming Language: ANSI C Version, Brian W. Kernighan, Dennis M. Ritchie , 2nd Edition, Prentice-
Hall/Pearson Education-2005 2. Fundamentals of Data structures in C, Horowitz, Sahni, Anderson Freed, 2nd Edition, Pearson
Education 3. Programming in ANSI C, E. Balagurusamy, 8th Edition, Tata McGraw-Hill Education, Edition, 2019 4. Data Structures, R.
F. Gilberg, B. A. Forouzan, “”, 2nd Edition, Thomson India Edition-2005.
Reference Books :1. Data structures and Program Design in C, Robert Kruse, C. L. Tondo, Bruce Leung, Shashi Mogalla, 4th Edition,
Pearson Education 2006 2. C: The Complete Reference, Herbert Schildt , Fourth Edition, McGraw Hill Education, 2017 3. Data
Structures and Algorithm Analysis in C, Mark Allen weiss, Third Edition, Pearson Education, 2008
Web Links :Resource 1: Platform:Udemy Title of the course: "C Programming Bootcamp - The Complete C Language Course"
Resource Person:Mr.Vlad Budnitski Resource URL: https://www.udemy.com/course/c-programming-for-beginners-programming-in-c/
Resource 2: Platform: Log2Base2 Title of the course: "Introduction to Programming" Resource Person: Mr.Premkumar Resource URL:
https://log2base2.com/courses/introduction-to-computers/introduction-to-computers Resource 3: Platform: Mygreatlearning Title of the
Course: "C for Begineers" Resource Person: Mr. Bharani Akella Resource URL: https://www.mygreatlearning.com/academy/learn-for-
free/courses/c-for-beginners1 Resource 4: Platform: edX Title of the Course: C Programming: Language Foundations Resource Person:
Ms.Petra Bonfert-Taylor Resource URL: https://www.edx.org/course/c-programming-language-foundations
MOOCS :1. "C Programming Language Certified Associate ", https://cppinstitute.org/cla-c-programming-language-certified-associate 2.
"C PROGRAMMING: LANGUAGE FOUNDATIONS", Dartmouth / eDx, https://www.edx.org/course/c-programming-language-
foundations 3. "Introduction to Programming in C", NPTEL, IIT Kanpur, https://onlinecourses.nptel.ac.in/noc20_cs91/preview
Course Rationale :Course rationale to include the following aspects: The course takes an imperative view of problem solving through
programming using C programming language. This necessitates data abstraction, basics of data structures, and an introduction to the
GNU/Linux operating system and programming the medium level language C. Student is professionally trained in algorithms,
flowcharts, analysis of a problem and translating the same into a C program. The students are made to write C programs on their own for
sets of both mathematical and other engineering problems after exposing them to the different constructs of C language namely
Input/output, assignments, iteration, and control structures. Finally, the student is acquainted with basic data structures like stacks,
queues, lists etc.,
Course Objectives :The objective of the course is to equip students with design and problem-solving skills using the C language and
associated data structures. The course aims to provide students with a comprehensive understanding of algorithms commonly used to
solve familiar problems, along with essential concepts of the C programming language and fundamental data structures. Through
practical exercises and examples, students will gain proficiency in designing efficient solutions to real-world problems using C and
manipulating data using various data structures.

COURSE OUTCOMES (COs):

Blooms
CO Taxonomy
Course Outcome (CO) PO/PSO
NO Level
(BTL)
CO1 Develop and apply logical building blocks to solve real world problems PO1,PO2 3
CO2 Apply computational thinking for designing solutions PO1,PO2 3
CO3 Develop and apply the CRUD operations on arrays PO1,PO2 3
CO4 Apply CRUD operations on Linear Data Structures PO4 3
Apply the structured programming paradigm with logic building skills on Basic and
CO5 PSO1,PO1,PO2,PO4 3
Linear Data Structures for solving real world problems

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Skill the students in such a way that students will be able to develop logic that help
CO6 PO1,PO2,PO4 3
them to create programs as well as applications in C

COURSE OUTCOME INDICATORS (COIs)::

Outcome Highest
COI-1 COI-2 COI-3
No. BTL
Btl-2
Understanding of various problem-
Btl-1 Btl-3
solving techniques and translate
Describe problem solving techniques Design modularized code with
CO1 3 algorithm/ flowchart to a C program
and translate algorithm/ flowchart to a Decision making constructs in solving
and write programs using Complex
C program computational problems
Building blocks with different modes
of user Input
Btl-2
Syntactically differentiate definite and
Btl-1 indefinite iterative statements.
Btl-3
Describe the syntax and use of Convert among definite and indefinite
CO2 3 Design iterative and recursive logic to
definite and indefinite iterative iterative statements and able to write
solve real world problems
statements. alternate logic for a given problem.
Convert recursive functions to
iterative statements.
Btl-3
Apply DMA to Solve real world
Btl-2 problems and perform CRUD
Btl-1
Write syntactically accurate code for operations on multidimensional
CO3 3 Describe the fundamental concepts of
1-D and 2-D Arrays, demonstrates Arrays. Apply CRUD operations on
Arrays
dynamic memory allocation multidimensional arrays using
asymptotic notations in solving real
world problems.
Btl-3
Btl-1
Write syntactically accurate code for Btl-3
Identify and describe the
CO4 3 Implementing stacks, queues and Apply CRUD operations on stacks,
characteristics and properties of linear
Single Linked Lists(with structure queues, and SLL.
data structures.
pointers)
Btl-3
Apply structured programming
CO5 3 paradigm with logical building skills
on basic and linear data structures for
solving real world problems
Btl-3
Skill the students in such a way that
CO6 3 students will be able to develop logic
that help them to create programs as
well as applications in C

PROGRAM OUTCOMES & PROGRAM SPECIFIC OUTCOMES (POs/PSOs)

Po
Program Outcome
No.
Engineering Knowledge:Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering
PO1
specialization to the solution of complex engineering problems.
Problem Analysis: Identify, formulate, review research literature, and analyse complex engineering problems reaching
PO2
substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences
Design/Development of Solutions: Design solutions for complex engineering problems and design system components or
PO3 processes that meet the specified needs with appropriate 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
experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions for complex
PO4
problems that cannot be solved by straightforward application of knowledge, theories and techniques applicable to the
engineering discipline.
Modern Tool Usage:Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including
PO5
prediction and modelling to complex engineering activities with an understanding of the limitations.
The Engineer and Society:Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and
PO6
cultural issues and the consequent responsibilities relevant to the professional engineering practice.
Environment and Sustainability:Understand the impact of the professional engineering solutions in societal and environmental
PO7
contexts, and demonstrate the knowledge of, and need for sustainable development

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PO8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice
Individual and Team Work: Function effectively as an individual, and as a member or leader in diverse teams, and in
PO9
multidisciplinary settings.
Communication:Communicate effectively on complex engineering activities with the engineering community and with society at
PO10 large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and
give and receive clear instructions
Project Management and Finance: Demonstrate knowledge and understanding of the engineering and management principles and
PO11
apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.
Life-long Learning: Recognize the need for, and have the preparation and ability to engage in independent and lifelong learning in
PO12
the broadest context of technological change.
PSO1 An ability to design and develop software projects as well as Analyze and test user requirements.
PSO2 An Ability to gain working Knowledge on emerging software tools and technologies.

Lecture Course DELIVERY Plan:

Book No[CH No] Teaching-Learning
Sess.No. CO COI Topic EvaluationComponents
[Page No] Methods

Programming in ALM,HA,Lab In Semester

ANSI C", Exam,LCE,SEM-
COI-
1 CO1 Structured Programming Paradigm E.Balagurusamy, Chalk,PPT,Talk EXAM1,Skill In-Sem
1
Chapter 1, Page Exam,Skilling Continuous
No:3-17 Evaluation

Fundamentals- ALM,End Semester

COI- Algorithmic Thinking: A Step-by- Step ofData-Structuresin- Exam,Home Assignment,Lab
2 CO1 Chalk,PPT,Talk
1 Guide to Problem Solving C, Chapter-1 [page In Semester
25-33] Exam,LCE,SEM-EXAM1

Fundamentals-
ALM,End Semester
COI- Designing Effective Algorithms for ofData-Structuresin-
3 CO1 Chalk,PPT,Talk Exam,Home
1 Real- World Problems C Chapter-1 [page
Assignment,SEM-EXAM1
25-33]

Fundamentals-of
ALM,End Semester
COI- Designing flowcharts for problem Data-Structures in-C
4 CO1 Chalk,PPT,Talk Exam,Home
1 solving Chapter-1 [page 25-
Assignment,SEM-EXAM1
33]

The C programming ALM,End Semester

COI- Modularization- functions -& Structure
5 CO1 language, Chapter-4 Chalk,PPT,Talk Exam,Home
2 of C Program
[page 62-78] Assignment,SEM-EXAM1

ALM,Continuous Evaluation
- Lab Exercise,End Semester
E. Balagurusamy - Exam,Home Assignment,Lab
COI- Data types: int, int pointer, float,float Programming in In Semester
6 CO1 Chalk,LTC,PPT,Talk
2 pointer, char, char pointer, Console I/O ANSI C Chapter-2 Exam,LCE,SEM-
[page 30-32] EXAM1,Skill In-Sem
Exam,Skilling Continuous
Evaluation

E. Balagurusamy -
ALM,End Semester
COI- Data types: int array, float array, char Programming in
7 CO1 Chalk,LTC,PPT,Talk Exam,Home
2 array, Console I/O ANSI C Chapter7,8
Assignment,SEM-EXAM1
[page 192,237]

ALM,End Semester
The C programming
COI- Basic Operators: Arithmetic, Relational, Exam,Home
8 CO1 language Chapter2 Chalk,LTC,PPT,Talk
2 Logical Operators Assignment,SEM-
[page 35-49]
EXAM1,Skill In-Sem Exam

E. Balagurusamy -
ALM,End Semester
COI- Expressions, Evaluation of Expressions, Programming in
9 CO1 Chalk,LTC,PPT,Talk Exam,Home
2 Operator Precedence ANSI C Chapter-3
Assignment,SEM-EXAM1
[page 71]

10 CO1 COI- Storage Classes E. Balagurusamy - Chalk,LTC,PPT,Talk ALM,End Semester

2 Programming in Exam,Home Assignment,Lab
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Book No[CH No] Teaching-Learning

Sess.No. CO COI Topic EvaluationComponents
[Page No] Methods
ANSI C Chapter-2 In Semester Exam,SEM-
[page 37] EXAM1

E. Balagurusamy -
ALM,End Semester
COI- Conditional Statements: if-else, else if Programming in
11 CO1 Chalk,LTC,PPT,Talk Exam,Home
3 ladder, conditional operator ANSI C Chapter-5
Assignment,SEM-EXAM1
[page 112-116]

ALM,Continuous Evaluation
- Lab Exercise,End Semester
E. Balagurusamy - Exam,Home Assignment,Lab
COI- Programming in In Semester Exam,Ratings on
12 CO1 Nested if-else, switch Chalk,LTC,PPT,Talk
3 ANSI C Chapter-5 Global Platforms,SEM-
[page 120-127] EXAM1,Skill In-Sem
Exam,Skilling Continuous
Evaluation

The C programming ALM,End Semester

COI-
13 CO2 Increment and Decrement Operators language Chapter-2 Chalk,LTC,PPT,Talk Exam,Home
1
[page 44] Assignment,SEM-EXAM1

E. Balagurusamy -
ALM,End Semester
COI- Programming in
14 CO2 Bit wise operators Chalk,LTC,PPT,Talk Exam,Home
1 ANSI C Chapter-
Assignment,SEM-EXAM1
3[page 60]

E. Balagurusamy -
ALM,End Semester
COI- Programming
15 CO2 Bit wise operators Chalk,LTC,PPT,Talk Exam,Home
1 inANSI C Chapter-
Assignment,SEM-EXAM1
3[page 60]

E. Balagurusamy -
ALM,End Semester
COI- Programming
16 CO2 Iterative statements: while, do-while Chalk,LTC,PPT,Talk Exam,Home
2 inANSI C Chapter-
Assignment,SEM-EXAM1
6[page 164-167]

E. Balagurusamy - ALM,End Semester

COI-
17 CO2 Iterative Statements: for Loops Programming Chalk,LTC,PPT,Talk Exam,Home
2
inANSI C Assignment,SEM-EXAM1

E. Balagurusamy -
ALM,End Semester
COI- Programming
18 CO2 Nested Loops Chalk,LTC,PPT,Talk Exam,Home
2 inANSI C Chapter-
Assignment,SEM-EXAM1
6[page 164-167]

E. Balagurusamy -
ALM,End Semester
COI- Programming
19 CO2 Nested loops and patterns Chalk,LTC,PPT,Talk Exam,Home
2 inANSI C Chapter-
Assignment,SEM-EXAM1
6[page 168-172]

E. Balagurusamy -
ALM,End Semester
COI- Programming
20 CO2 Recursion Chalk,LTC,PPT,Talk Exam,Home
3 inANSI C Chapter-
Assignment,SEM-EXAM1
9[page 295]

E. Balagurusamy -
ALM,End Semester
COI- Programming
21 CO2 Problem solving using recursion Chalk,LTC,PPT,Talk Exam,Home
3 inANSI C Chapter-
Assignment,SEM-EXAM1
9[page 321]

E. Balagurusamy -
ALM,End Semester
COI- Programming
22 CO2 File IO Chalk,LTC,PPT,Talk Exam,Home
3 inANSI C Chapter-
Assignment,SEM-EXAM1
12 [page 395-398]

23 CO3 COI- Data types: char, pointer, command line E. Balagurusamy - Chalk,LTC,PPT,Talk ALM,End Semester
1 arguments Programming
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Book No[CH No] Teaching-Learning

Sess.No. CO COI Topic EvaluationComponents
[Page No] Methods
inANSI C Chapter- Exam,Home
11,12 [page372,414- Assignment,SEM-EXAM2
415,420-425]

E. Balagurusamy -
Programming ALM,End Semester
COI-
24 CO3 Dynamic Memory Allocation inANSI C Chapter- Chalk,LTC,PPT,Talk Exam,Home
1
11,12 [page372,414- Assignment,SEM-EXAM2
415,420-425]

The C programming ALM,End Semester

COI-
25 CO3 String and String library language Chapter-8 Chalk,LTC,PPT,Talk Exam,Home
2
[page 237-253] Assignment,SEM-EXAM2

E. Balagurusamy -
ALM,End Semester
COI- Programming
26 CO3 1D Arrays –creation and insertion Chalk,LTC,PPT,Talk Exam,Home
2 inANSI C Chapter-
Assignment,SEM-EXAM2
8[page 194-197]

Fundamentals-of-
ALM,End Semester
COI- Data-Structures-in-
27 CO3 Bubble sort Chalk,LTC,PPT,Talk Exam,Home
2 C Chapter-7[page
Assignment,SEM-EXAM2
325]

Fundamentals-of-
ALM,End Semester
COI- Data-Structures-in-
28 CO3 Linear Search Chalk,LTC,PPT,Talk Exam,Home
2 C Chapter-7[page
Assignment,SEM-EXAM2
320]

Fundamentals-of-
ALM,End Semester
COI- Data-Structures-in-
29 CO3 Binary Search Chalk,LTC,PPT,Talk Exam,Home
2 C Chapter-7[page
Assignment,SEM-EXAM2
321]

E. Balagurusamy -
ALM,End Semester
COI- Programming
30 CO3 2-D Arrays – creation and insertion Chalk,LTC,PPT,Talk Exam,Home
3 inANSI C Chapter-
Assignment,SEM-EXAM2
7[page 203]

E. Balagurusamy -
ALM,End Semester
COI- Programming
31 CO3 Matrix Algebra Chalk,LTC,PPT,Talk Exam,Home
3 inANSI C Chapter-
Assignment,SEM-EXAM2
7[page 204-215]

E. Balagurusamy -
ALM,End Semester
COI- Programming
32 CO4 Structures Chalk,LTC,PPT,Talk Exam,Home
1 inANSI C Chapter-
Assignment,SEM-EXAM2
10 [page 324-333]

E. Balagurusamy -
ALM,End Semester
COI- Programming
33 CO4 Array of structures Chalk,LTC,PPT,Talk Exam,Home
1 inANSI C Chapter-
Assignment,SEM-EXAM2
10 [page 334-340]

E. Balagurusamy -
ALM,End Semester
COI- Programming
34 CO4 Pointers to structures Chalk,LTC,PPT,Talk Exam,Home
1 inANSI C Chapter-
Assignment,SEM-EXAM2
10 [page 382]

Fundamentals-of-
ALM,End Semester
COI- Data-Structures-in-
35 CO4 Stack using arrays Chalk,LTC,PPT,Talk Exam,Home
2 C Chapter-3[page
Assignment,SEM-EXAM2
101-102]

36 CO4 COI- Queue using arrays Fundamentals-of- Chalk,LTC,PPT,Talk ALM,End Semester

2 Data-Structures-in- Exam,Home
Assignment,SEM-EXAM2
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Book No[CH No] Teaching-Learning

Sess.No. CO COI Topic EvaluationComponents
[Page No] Methods
C Chapter-3[page
103-105]

Fundamentals-of-
ALM,End Semester
COI- Data-Structures-in-
37 CO4 Single LinkedList- Creation, insertion Chalk,LTC,PPT,Talk Exam,Home
3 C Chapter-4[page
Assignment,SEM-EXAM2
139-144]

Fundamentals-of-
ALM,End Semester
COI- Data-Structures-in-
38 CO4 Single LinkedList- Deletion, Display Chalk,LTC,PPT,Talk Exam,Home
3 C Chapter-4[page
Assignment,SEM-EXAM2
139-146]

Fundamentals-of-
ALM,End Semester
COI- Data-Structures-in-
39 CO4 Introduction to nonlinear data structures Chalk,PPT,Talk Exam,Home
3 C Chapter-5[page
Assignment,SEM-EXAM2
186-189]

Lecture Session wise Teaching – Learning Plan

SESSION NUMBER : 1

Session Outcome: 1 To explain the principles of structured programming and describe its advantages over unstructured programming

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
20 Structured programming paradigms, advantages of structured programming 1 Talk
APPLICABLE ---
Discuss the basic elements of structured programming: sequence, selection, --- NOT
20 2 Talk
and iteration APPLICABLE ---
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 2

Session Outcome: 1 Understand the design of modularized solutions using algorithmic constructs to solve computational problems.

Session Outcome: 2 Understand the concept of Problem Solving through Algorithms and properties of algorithm.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
20 Concept, Explanation and Presentation of algorithm and its properties. 2 Chalk
APPLICABLE ---
Task 1: Write the steps followed to withdraw cash from an ATM. Task 2:
--- NOT
20 Write an algorithm to find the largest of three numbers Task 3: Write an 2 Chalk
APPLICABLE ---
algorithm to find the sum and average of N numbers
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 3

Session Outcome: 1 Understand the process of algorithm and Develop algorithms for solving real-world problems

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
20 Explain the process of algorithm design for solving real-world problems. 1 Chalk --- NOT
Provide examples with step by step using a real-world problem. Task 1: APPLICABLE ---

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Perform algorithmic analysis for the ticket reservation system in IRCTC
Task 2 : Convert Fahrenheit to Celsius: Write an algorithm to convert a
temperature in Fahrenheit to Celsius. The algorithm should take the input as
a temperature in Fahrenheit, and the output should be the temperature in Immediate
20 2 Talk
Celsius. Task 3: Write a algorithm to calculate the distance between two feedback
points (x1, y1) and (x2, y2) in a two-dimensional plane using the formula d =
sqrt((x2-x1)² + (y2- y1)²).
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 4

Session Outcome: 1 Explain the different symbols used in flowcharts and their basic meaning

Session Outcome: 2 Identify the different processes and steps involved in creating a flowchart based on real-life situations.

Session Outcome: 3 Create a flowchart based on real-life and mathematical problems

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Explain the concept of flowchart and different symbols and its application.
Develop a flowchart based on real life situations. Task: You are tasked with
--- NOT
20 designing a flowchart for the process of ordering food online. Identify the 2 Talk
APPLICABLE ---
different steps involved in the process and create a flowchart that outlines the
steps.
Task 1: A student is studying for a math exam and needs to create a flowchart
for the process of solving quadratic equations. Identify the formula for
solving quadratic equations and create a flowchart that outlines the steps
involved. Task 2: Using the flowchart for a calculator program, ask students --- NOT
20 2 Talk
to determine the output of the program for different mathematical operations APPLICABLE ---
such as addition, subtraction, multiplication, and division? Provide an
example calculation for each operation, and identify the inputs required and
how they are used by the program to produce the correct output
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 5

Session Outcome: 1 Understand the modular approach in C programming.

Session Outcome: 2 Understand the basic structure of a C program and identify the different parts of a C program, including header files,
functions, identifiers, constants, commentsand the main function

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Concept explanation and presentation (Modular programming and its
advantages, basic structure of c program, including the purpose of each --- NOT
20 2 Chalk
section (preprocessor directives, global declarations, function prototypes, APPLICABLE ---
main function) , Identifiers, Comments
Task 1: Demonstrate the parts of the code in order to comprehend the
structure of C program. Use appropriate comments to explain the structure of
the program, including the purpose of each section. #include // function
prototype void print_message(); int main() { printf("Program starts.\n"); // --- NOT
25 2 Talk
call function print_message(); printf("Program ends.\n"); return 0; } // APPLICABLE ---
function definition void print_message() { printf("Welcome to KLU!\n"); }
Task 2: Ask the students to analyze and understand the structure of the
program and identify the purpose of each section.

SESSION NUMBER : 6

Session Outcome: 1 Comprehensive understanding of the role of data types in C and be able to explain why choosing the appropriate data
type is critical for program efficiency and accuracy.

Session Outcome: 2 Understand the concept of pointer variables in C and how to initialize them to normal variables, as well as how to
access normal variables through pointers
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Session Outcome: 3 Understanding the use of printf() and scanf() functions with its format specifiers for input and output operations

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Defining int, float, and char variables printf & scanf functions with format --- NOT
10 2 Talk
specifiers APPLICABLE ---
Pointers to int, float, and char variables Write a C program to store the
--- NOT
10 number of equal sized plots in a land and area of each plot then print the total 2 Talk
APPLICABLE ---
size of the land
Write a C program to declare an integer variable to store your age and print
--- NOT
20 what will be your age after 10 years? Write a C program to assign the 3 LTC
APPLICABLE ---
diameter of a circle into a variable then print the radius and area of the circle.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 7

Session Outcome: 1 Understand the array data type in C and its different variations with float, int, and char.

Session Outcome: 2 Implementing console I/O operations for simple applications in C

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Concept explanation and presentation: Different types of arrays with data --- NOT
20 2 Chalk
types of float, int, char APPLICABLE ---
Task 1: Write a C Program to store CGPA of 10 Students in a float array.
--- NOT
20 Task 2: Write a C program to create an array with 5 float elements in a float 3 LTC
APPLICABLE ---
array, find sum and average using float pointer
--- NOT
5 Summary / Conclusion / Review 1 Talk
APPLICABLE ---

SESSION NUMBER : 8

Session Outcome: 1 Gain knowledge of the basic operators in the C programming language and their types

Session Outcome: 2 Understand the associativity rule when using same precedence operators in expressions.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Explanation of arithmetic operators and arithmetic operator order precedence
with the following problems: 1. Write a program by using all the arithmetic
--- NOT
20 operators.(+,-,*,/,%). 2. Find the output of the following program. #include 2 Chalk
APPLICABLE ---
int main() { int a=5,b=6,c=2,d=8,result; result=a+a*-b/c%d+c*d;
printf(“%d”,result); return 0; }
Explanation of relational and logical operators with the following problems
Task 1: 1. Write an expression using arithmetic operators that calculates the
average of three numbers. 2. Write an expression using relational operators
that check if a given number is even. 3. Write an expression using logical
operators that check if a given year is a leap year or not. 4. Write an
expression using arithmetic and relational operators that calculates the area
of a rectangle given its length and width, and then checks if the area is --- NOT
20 2 Chalk
greater than 100. 5. Write an expression using logical operators that check if APPLICABLE ---
a given character is a vowel or a consonant. 6. Write an expression to
determine whether a student passes or fails based on their 3 subject marks.
Task 2: Write a C program that prompts the user to enter two integers and
then performs the following operations using arithmetic operators: addition,
subtraction, multiplication, division, and modulus. The program should
output the results of each operation.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

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SESSION NUMBER : 9

Session Outcome: 1 To evaluate expression containing different operators using operator precedence and associativity

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Discuss how to evaluate expressions containing different operators using --- NOT
20 2 Chalk
operator precedence and associativity with examples. APPLICABLE ---
Explanation of operator precedence and associativity. Task-1: Does this
expression 2+3*2 evaluate as: (2+3)*2 in C? Justify your Answer. Task 2:
Evaluate the following expression using operator precedence and
--- NOT
10 associativity. 1) 4 * 2 / 3 + 5 % 2 - 1 2) (10 - 5 * 2) 2 Chalk --- NOT 3 LTC
APPLICABLE ---
APPLICABLE - -- % 3 * 4 - 2 3) 3 + 2 * (5 - 2) / (1 + 2) % 2 4) 8 - 6 / 3 * 2
+ 5 % 2 + 3 5) 6 + 5 * 2 - 4 / 2 % 3 - 1 * 2 6) 15/3- (4-2 * 18/3 +2) +9 / (14-
7*2)
10 ALM 3 LTC One minute paper
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 10

Session Outcome: 1 Understand the need of storage classes, how and where they can be used and able to differentiate between the
different types of storage classes in C

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Concept explanation and presentation (Defining storage class and explaining --- NOT
20 2 Chalk
its different types: auto, static, register, extern) APPLICABLE ---
Task 1: • Declare an auto variable and initialize it with the value 10. Print the
value of the variable. • Declare a register variable and initialize it with the
value 20. Print the value of the variable. • Declare a static variable and
initialize it with the value 30. Print the value of the variable. Then, modify --- NOT
20 2 Chalk
the value of the variable and print it again. Task 2: Write a program that uses APPLICABLE ---
the sizeof operator to display the size of variables with different storage
classes. Task 3: Conduct a quiz on storage classes in C and include questions
on the different storage classes, their scope, and their behavior.
--- NOT
5 conclusion 2 LTC
APPLICABLE ---

SESSION NUMBER : 11

Session Outcome: 1 Understand and apply different types of control statements such as if, if-else, if-else-if and conditional operator in C
programming language for decision-making scenarios.

Session Outcome: 2 Write C programs using conditional control statements and conditional operator to solve simple decision-making
problems.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Overview of Conditional Control Statements, Identifying Different Types,
--- NOT
10 Syntax for if and if-else Statements, else-if Ladder, and Conditional Operator 2 PPT
APPLICABLE ---
with examples.
30 Task 1: Create a C program to identify whether a given number is even or 3 LTC --- NOT
odd, and output the message "NUMBER IS EVEN" or "NUMBER IS ODD". APPLICABLE ---
a) Develop the program without utilizing the "else" option. b) Develop the
program with the "else" option. Task 2: Write a C program to calculate the
electricity bill for a household. The program should ask the user to enter the
number of units consumed and then calculate the bill amount based on the
following conditions: • For the first 100 units, the charge is Rs. 5 per unit. •
For the next 100 units, the charge is Rs. 7 per unit. • For the next 100 units,
the charge is Rs. 10 per unit. • For units above 300, the charge is Rs. 12 per
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unit. The program should then display 3 Talk --- NOT APPLICABLE - -- the
total bill amount. Task 3: Write a program to find the maximum of two
numbers using ternary operator
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 12

Session Outcome: 1 Use nested if-else statements and switch-case statements to solve a problem

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Concept explanation and presentation (Nested if-else, switch statement) Task
1: Day of the Week: Write a C program that takes a number between 1 and 7
--- NOT
10 as input and prints the corresponding day of the week using a switch-case 2 Chalk
APPLICABLE ---
ladder. For example, if the input is 1, the program should print "Sunday". If
the input is 2, the program should print "Monday", and so on.
Task 2: BMI Calculation: A fitness trainer wants to calculate the Body Mass
Index (BMI) of their clients. The BMI is calculated using the formula BMI =
weight / (height * height), where weight is in kilograms and height is in
meters. The BMI can be used to determine whether a person is underweight,
normal, overweight, or obese. If the BMI is less than 18.5, the person is
--- NOT
20 underweight. If the BMI is between 18.5 and 24.9, the person is normal. If 2 LTC
APPLICABLE ---
the BMI is between 25 and 29.9, the person is overweight. If the BMI is
greater than or equal to 30, the person is obese. Write a C program that takes
the weight and height of a person as input and calculates the BMI using an
if-else-if ladder. Then, it should print whether the person is underweight,
normal, overweight, or obese based on their BMI.
10 ALM 3 Talk Group Discussion
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 13

Session Outcome: 1 Understand the need of Increment and Decrement Operators

Session Outcome: 2 Solve problems by using prefix- and postfix-increment, decrement

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Concept explanation and presentation (Increment and DecrementOperators
--- NOT
20 and its usage, precedence of arithmetic operators over increment and 2 Chalk
APPLICABLE ---
decrement operators)
Task 1: What will be the result after executing the program? main(){ int a=1;
printf(“%d”,a++); printf(“%d”,++a); printf(“%d”,a);printf(“%d”,a--);
printf(“%d”,--a); } Task 2: Predict the output forthe following program. --- NOT
20 2 LTC
main() { int a=25; int b= ++a + ++a + ++a;printf(“%d %d”,b,a); } Task 3: APPLICABLE ---
What will be the result afterexecuting the program? main() { int a=30;
printf(“%d%d%d”, ++a ,a , a++); }
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 14

Session Outcome: 1 Gain a comprehensive understanding of the distinctions between various bitwise operators.

Session Outcome: 2 Employ bitwise operators to effectively resolve problems.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---

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Concept explanation and presentation on (Bit wise operators << leftshift ,<< --- NOT
20 2 Chalk
right Shift, complement ~, 2’s complement.) APPLICABLE ---
Task 1: Write a C program to perform bitwise AND, OR, XORoperations on
two given numbers. Task 2: Write a C program toperform bitwise
complement operation on a given number. Task 3:Write a C program to rotate --- NOT
20 2 LTC
a given number to the left and right bya certain number of bits using bitwise APPLICABLE ---
operators. Task 4. Predict theoutput: void main() { int a=212,b,c; b=a<<2;
c=a>>3;printf(“b=%d,c=%d”,b,c); }
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 15

Session Outcome: 1 Implementing bitwise operators in C programs

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Apply the appropriate bitwise operator to complete the
followingprogramming exercises: 1. You are working on a program thatneeds
to check if a given number is even or odd. Write a C programthat takes in a
number and uses the appropriate bitwise operator tocheck if the number is --- NOT
20 3 LTC
even or odd. 2. Write a C program thatdemonstrates the use of appropriate APPLICABLE ---
bitwise operators to double andhalf a given integer value. 3. Write a C
program that demonstratesthe use of appropriate bitwise operator to swap the
values betweentwo variables without using third variable
1. write a program to determine if a user has the requiredpermissions to
access a file. The permissions are represented by aseries of flags, with each
flag representing a specific permission.Write a C program that takes as input
--- NOT
20 the user's permission leveland the required permission flags for the file, and 3 LTC
APPLICABLE ---
uses the bitwiseOR operator to check if the user has the necessary
permissions toaccess the file. 2. Predict the output: #include int main() { int a
=15, b = 3, c; c = ~a & b ^ a << 1; printf("%d\n", c); return 0; }
--- NOT
5 conclusion 2 LTC
APPLICABLE ---

SESSION NUMBER : 16

Session Outcome: 1 Understand the concept of loops by providing a way to perform repetitive tasks using a set ofinstructions.

Session Outcome: 2 Differentiate between and explain the usage of different types of loops..

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Introduction to while, do-while, syntax & flow chat. Differentiate between --- NOT
20 2 Chalk
while and do-while APPLICABLE ---
Task 1: Write a C program to find the summation of 1+1/2^2 +1/3^2 +1/4^2
+ ..………+1/n^2 Task 2: Write a program to print allthe prime numbers
between 1 and 50 using while and do-whileloop. Identify the differences in
these two looping statements. Task3: A number is considered a magic
number if the sum of its digits iscalculated repeatedly until a single digit is
--- NOT
20 obtained by adding thesum of the digits after every addition, and if the final 3 LTC
APPLICABLE ---
single digit isequal to 1, then the original number is called a magic number.
Forexample, let's consider the number 1729. The sum of its digits is 1+ 7 + 2
+ 9 = 19. Since 19 is a two-digit number, we add its digitsto get 1 + 9 = 10.
Again, since 10 is a two-digit number, we add itsdigits to get 1 + 0 = 1. Since
the result is 1, 1729 is a magic number
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 17

Session Outcome: 1 Develop logical building blocks using for loop

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Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Explanation of for, while, do-while loops syntax and flow chart. 1.Write a
--- NOT
20 program to print numbers from 1 to n using for, while anddo-while loop 2. 2 Chalk
APPLICABLE ---
Give a task to students to print first n even numbers using for loop
Task-1: The Fibonacci numbers, commonly denoted F(n) form asequence,
called the Fibonacci sequence, such that each number isthe sum of the two
preceding ones, starting from 0 and 1. That is, F(0) = 0, F (1) = 1 F(n) = F (n
- 1) + F (n - 2), for n > 1. Given n,calculate F(n). Now your task to print the --- NOT
20 3 LTC
Fibonacci seriesnumber’s up to n number. F(n)=F(n-1) + F(n-1) Task-2: Ravi APPLICABLE ---
likesprinting tables. So, whenever he finds a number, he will print atable for
it. Given an integer, n, print its first 10 multiples. Eachmultiple n x i (where 1
<= i <= 10) should be printed on a new linein the form: n x i = result.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 18

Session Outcome: 1 Develop complex logical building blocks using nested loops

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Introduction about nested loops and working on various types ofnested --- NOT
10 2 Chalk
loops. APPLICABLE ---
Quiz/Test
30 ALM 3 LTC
Questions
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 19

Session Outcome: 1 Develop complex building blocks by using advanced looping constructs

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
A teacher wants to create a seating plan for their class of students.Write a
program to ask the user for the number of rows andcolumns in the seating --- NOT
20 2 Chalk
plan, and the number of students in the class.Then, generate the seating plan APPLICABLE ---
with seat numbers and studentnames using nested loops.
1. Write a program that prints out all the possible combinations ofthe
numbers 1, 2, and 3 using 3 nested for loops. 2. Write a programto print a --- NOT
20 3 LTC
pattern of stars in the shape of a pyramid using nestedloops. The number of APPLICABLE ---
rows should be input by the user.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 20

Session Outcome: 1 understand the concept of recursion

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
10 Explain the concept of recursion, structure of recurssive function 2 Chalk
APPLICABLE ---
30 Task 1: Write a C program to find the sum of the first n naturalnumbers using 3 LTC --- NOT
recursion. The program should take in the value of nfrom the user and use APPLICABLE ---

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recursion to calculate the sum. Task 2: write arecursive function in C
program to generate the n terms of theFibonacci series
--- NOT
5 conclusion 2 PPT
APPLICABLE ---

SESSION NUMBER : 21

Session Outcome: 1 Develop recursive solutions

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
10 Discuss Iterative vs Recursive and when to use recursion anditeration 2 Chalk
APPLICABLE ---
Task 1: Write a recursive program to calculate the sum of all digitsin a given
integer. Task 2: You are working on a program that needsto find the greatest --- NOT
20 3 LTC
common divisor (GCD) of two numbers usingrecursion. Write a C program APPLICABLE ---
that takes in two numbers from theuser and uses recursion to find their GCD.
10 ALM 3 LTC Leading question
--- NOT
5 conclusion 2 PPT
APPLICABLE ---

SESSION NUMBER : 22

Session Outcome: 1 Understand the concept of file input and output in C.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
The basics of file related input and output functions, and to providethem with
--- NOT
20 practical examples and exercises to help them understandthe way to read the 2 PPT
APPLICABLE ---
content from files and write content to files.
Task 1: Using C programming create two FILE pointers and bothare to the
same file but in different modes Using fprintf() functiondirectly writes into --- NOT
20 3 LTC
the file, while fscanf() reads from the file, whichcan then be printed on the APPLICABLE ---
console using Standard printf() function.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 23

Session Outcome: 1 understand the concept of command line arguments

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Explanation for Character Data Types and Pointers Task 1: Giventhe
following declarations: int a=10,b=10; int *p1,*p2; p1= &a;p2=&b; What is --- NOT
20 2 Talk
the value of each of the following expressions: (i)(*p1) ++ (ii) –(*p2) (iii) APPLICABLE ---
*p1 || (*p2) – (iv) ++(*p2)-*p1
Explanation about Command Line Arguments Task 2 Predict theOutput for
the following Snippet void main (int argc, char *argv[] ){ print f("Program --- NOT
20 3 Talk
name is: %s\n", argv[0]); if (argc < 2) {printf("No argument passed through APPLICABLE ---
command line.\n"); } else {printf ("First argument is: %s\n", argv [1]); } }
--- NOT
5 conclusion 2 PPT
APPLICABLE ---

SESSION NUMBER : 24

Session Outcome: 1 understand the concept of Dynamic Memory Allocation

Time(min) Topic BTL Teaching- Active Learning

Learning Methods
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Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Explanation about Dynamic Memory Allocation Task 3: Write aprogram in C
that demonstrates the use of malloc() and free()functions for dynamically
allocating and freeing memory for asequence of integers. The program
should do the following: • Askthe user to enter the length of the sequence. • --- NOT
25 2 Chalk
Allocate memory forthe sequence using the malloc() function. • Ask the user APPLICABLE ---
to enter theelements of the sequence. • Store the elements in the
allocatedmemory. • Print the elements of the sequence. • Free the
allocatedmemory using the free() function.
Quiz/Test
20 ALM 3 LTC
Questions

SESSION NUMBER : 25

Session Outcome: 1 At the end of the session student should able to perform various string manipulations

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Explanation of the concept of string and string library functions in --- NOT
20 2 Chalk
Cprogramming APPLICABLE ---
Task 1: Write a C program that prompts the user to enter a string,reads in the
string, and then prints out the string in reverse orderwhile ignoring any --- NOT
20 3 LTC
special characters and spaces. Sample Input andOutput: Enter a string: Hello, APPLICABLE ---
KLU Family! Reversed string:ylimaFULKolleH
--- NOT
5 conclusion 2 PPT
APPLICABLE ---

SESSION NUMBER : 26

Session Outcome: 1 Understand and implement single-dimensional arrays in C programming

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Concept explanation Task-1: Read 10 numbers, compute theiraverage, and
determine how many numbers are above the average.Sample Input: 1 2 3 4 5 --- NOT
20 2 Chalk
6 7 8 9 10 Sample Output: Average = 5.5Count of Numbers that are above the APPLICABLE ---
average=5
Task-2: Given a string, S, consisting of alphabets and digits, find thefrequency
of each digit in the given string. Sample Input:1v88886l256338ar0ekk Sample
--- NOT
20 Output: 1 1 1 2 0 1 2 0 5 0 2 LTC
APPLICABLE ---
Link:https://www.hackerrank.com/challenges/frequency-of-digits-1/problem?
isFullScreen=true
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 27

Session Outcome: 1 Implement bubble sort

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Concept explanation and presentation (Sorted data and itsadvantages, --- NOT
20 2 Chalk
Process involved in bubble sort, Example, discussionon Time complexity) APPLICABLE ---
20 Task Scenario: Ramya is a college student who has just finished hermid-term 3 LTC --- NOT
exams. She wants to assess her own performance byfinding the lowest marks APPLICABLE ---
she got in all of the exams. She decides towrite a program in C that will sort
her marks in ascending orderusing the Bubble Sort algorithm so that she can
easily assess herperformance. Can you help Ramya by writing a C program
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thatsorts an array of integers using Bubble Sort? Write a C program thatdoes
the following: • Declare an integer array of size 5 and promptthe user to
input 5 marks (integers) that Ramya got in her mid-termexams. • Implement
the Bubble Sort algorithm to sort the array inascending order. • Print the
sorted array. • Find the lowest grade thatRamya got in all of the exams and
print it.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 28

Session Outcome: 1 Understand the Concept of Searching.

Session Outcome: 2 Apply linear search operation on array

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Introduction to Searching and Explanation for Linear Search withan
Example. Task1 : Given a sorted array of size N and an integerK, find the
position(0-based indexing) at which K is present in thearray using Linear
search. Example 1: Input: N = 5 arr[] = {1 2 3 45} K = 4 Output: 3 --- NOT
20 2 Chalk
Explanation: 4 appears at index 3. (InterviewQuestion from Amazon) Task2: APPLICABLE ---
The amount of gold medals won bythe top seven ranked nations at the 1998
Winter Olympics inNagano, Japan, is listed below. If the search item is six,
how manycomparisons will a linear search make?
Task 3: Assume A Group of Four Students in our class, arrangethem
randomly and our task is find the tallest Student among themand start
searching for the Tallest Student. (Use ArrayPresentation).-(Taken form NIT
Assignments) Task 4: The flock ofpigeons at the park is of white in color.
One pigeon of grey colorhas accompanied them. The Park Manager wants
--- NOT
20 only the whitepigeons to stay in cage and wants to reallocate the grey 3 LTC
APPLICABLE ---
colorpigeon to other location. Help the Manager to verify all the
givenpigeons and identify the grey pigeon. You have been given an arrayof
size N consisting of pigeons. In addition, you have been given anelement G
you need to find and print the index of the Grey pigeonif found as 1
otherwise print -1.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 29

Session Outcome: 1 Understand the Concept of Binary Search

Session Outcome: 2 Understand the Difference between Linear Search and Binary Search

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Concept explanation and presentation, Difference between Linear Search
andBinary Search. Task1 : Given a sorted array of size N and an integer K,
findthe position (0-based indexing) at which K is present in the array
--- NOT
20 usingBinary Search. Example 1: Input: N = 5 arr[] = {1 2 3 4 5} K = 4 Output: 2 Chalk
APPLICABLE ---
3Explanation: 4 appear at index 3. Link: (Interview Question from
Amazon)https://practice.geeksforgeeks.org/explore?
page=3&curated[]=1&sortBy=submissions&curated_names[]=SDE%20Sheet
Task 2: Find the square root of a number using a binary search Given apositive
number, return the square root of it. If the number is not a perfectsquare, return --- NOT
20 3 LTC
the floor of its square root. Link:https://www.geeksforgeeks.org/square-root-of- APPLICABLE ---
an-integer/
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 30

Session Outcome: 1 Understand 2-D array creation and insertion

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Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Explanation of 2D array Concepts: 2D array, Row, Column, Index,Element, --- NOT
20 2 Chalk
Declaration & initialization of 2D Array, Assessing the elements. APPLICABLE ---
Quiz/Test
25 ALM 3 LTC
Questions

SESSION NUMBER : 31

Session Outcome: 1 Implement matrix multiplication and transpose of matrix operations on 2D Matrices

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Concept explanation and presentation: Matrix Multiplication of twoMatrices --- NOT
20 2 Chalk
using two 2-D Array APPLICABLE ---
Task 1: create a C program that utilizes a 2-D array to take runtimeinput for a
source matrix mat[3][3], and completes the followingtasks? (i) Computes the
--- NOT
20 transpose of matrix mat[3][3] and stores theoutput in a new matrix named 3 LTC
APPLICABLE ---
transpose[3][3]. (ii) Verifies whetherthe diagonal elements of mat[3][3] and
transpose[3][3] are in the same positions.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 32

Session Outcome: 1 Understand the need of structures in C Language

Session Outcome: 2 Solve problems that handle heterogeneous data types using Structures.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Sub-task 1(Lecture): Explanation on user defined data type and itsneed in C
Language. Ask the students to view the informationdisplayed on their ID
card and analyse their types of data values.Now discuss how to store the
above information collectively.Practice session: 1. Identify and store the --- NOT
20 2 Chalk
details of account holderof specified Bank branch, Vijayawada. 2. Define a APPLICABLE ---
structure thatstores the following specifications of a Book that you recently
read.Store ISBN number, title, author, publisher name. Read the detailsfrom
console then display the details.
Practice: 1.Recall the movie that you watched recently and try to store
thefollowing information about the movie collectively by creating astructure
“Mymovie”. The structure should store information suchas Movie_Name,
year_of _release, Director, Language followed byrating. Implement the --- NOT
20 2 PPT
structure using a C program that prompts theuser to enter the relevant APPLICABLE ---
information through console and print thedetails on the Console. 2. The
above created structure can also beinitialised with values. Initialise the values
for all the members ofthe structure Mymovie and print them on the Console.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 33

Session Outcome: 1 Create an array of structures to store multiple instances of data for different entities, such as employeesor students.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---

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Concept explanation and presentation (Array of structures andpassing

--- NOT
20 structure as parameter and its advantages, Access andmanipulate data within 2 Chalk
APPLICABLE ---
an array of structures)
Task 1: Create a C program that defines a structure called "student"with
attributes such as student name, class, roll number, subjectmarks, and total
marks. Use the "student" structure to declare anarray called "Stu_list" with N
--- NOT
20 elements. The program should beable to read and display the information of 3 LTC
APPLICABLE ---
all N students. Task 2:Calculate grades and class average marks of particular
class usingthe student information declared as array of “Stu-list” with
Nstudents.
--- NOT
5 conclusion 2 Talk
APPLICABLE ---

SESSION NUMBER : 34

Session Outcome: 1 Understand to access the structure members using pointer.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Sub-task 1(Lecture): Introduction to Structure pointer, Explanationon --- NOT
25 2 Talk
Structure Pointer. APPLICABLE ---
Brain storming
20 ALM 3 PPT
session

SESSION NUMBER : 35

Session Outcome: 1 Understand the Stack data structure.

Session Outcome: 2 Implement CRUD operations on Stack using arrays.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
20 CRUD operations on Stack Linear datastructure using arrays 2 Chalk
APPLICABLE ---
Task 1: Write a C program that Consider an initially empty stack Sstored in
array S[0..5]. Assume the TOP be the pointer that points totopmost element
on stack. TOP is initialized to -1. Show the valueof TOP after each statement
has been executed. Indicate any errorsthat might occur. Push( 4); Push(1);
Push(20); Push(-50);Push(120);Push( 230); int de1 = Pop(); int de2 = Pop();
--- NOT
25 int de3=Pop(); int de4 = Pop(); int de5 = Pop(); int de6 = Pop(); Task 2:Ask 3 LTC
APPLICABLE ---
the student to write functions for push(), pop( ) and display( ).2. Ask the
students to write program to design a stack that retrievesthe minimum
element in constant time. 3.Ask the students to writea program that uses
stack data structure to print the prime factors ofgiven positive integer in
descending order.

SESSION NUMBER : 36

Session Outcome: 1 Understand the concept of Queue data structure

Session Outcome: 2 Apply operations on queue data structure

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
20 Sub-task 1(Lecture): Explanation on Queue Linear Data structure.Explain the 2 Chalk --- NOT
method of inserting and deleting into Queue with thehelp of example below: APPLICABLE ---
Suppose that Q is an initially empty array-based queue of size 3. Show the
values of the data members frontand back after each statement has been
executed. Indicate anyerrors that might occur. Queue Q[3] ); front = _____
back = _____Q.enqueue ( 30120 ); front = _____ back = _____ Q.enqueue
(30541); front = _____ back = _____ Q.enqueue ( 40850 ); front =_____

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back = _____ Q.enqueue ( 10020 ); front = _____ back =_____ int de1 =
Q.dequeue( ); front = _____ back = _____Q.enqueue (31252 ); front = _____
back = _____ int de2 =Q.dequeue( ); front = _____ back = _____ int de3 =
Q.dequeue( );front = _____ back = _____ int de4 = Q.dequeue( ); front =
_____back = _____ Q.enqueue (70024 ); front = _____ back = _____
1.Declare a struct named as Queue. Define the operation suchas Enqueue( ),
Dequeue( ) and Display( ) to insert an element, todelete an element and to
--- NOT
20 display the element in the Queue. Checkthe Queue is full or empty by 3 LTC
APPLICABLE ---
defining two functions as isEmpty( )or isFull( ). 2.Write a program to print a
sequence of fibnoacci number using Queue data structure.

SESSION NUMBER : 37

Session Outcome: 1 Understand about single linked list.

Session Outcome: 2 Implement create, insert, and display operations on single linked list.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Single linked list: Explain SINGLE LINKED LIST: CREATE,INSERT, --- NOT
20 2 Chalk
DISPLAY Operations APPLICABLE ---
Task 1: 1. Write a C program to create employee data withmembers as name,
ID, salary, and designation using single linkedlist and display the employee
--- NOT
25 data based on given ID from the list.2. Create a list with first node value as 2 3 LTC
APPLICABLE ---
and second node value as3 and insert a new node at last position with node
value as sum ofprevious two nodes (Fibonacci series).

SESSION NUMBER : 38

Session Outcome: 1 Understand The concept of deleting a node in a Singly-linked lists and display the elements in SLL.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
The concept explanation deletion concept of Singly-linked lists explanation --- NOT
20 2 Chalk
and display APPLICABLE ---
Task 1: Write a C program that demonstrates the use of the deletionconcept
of Singly-linked lists explanation and displaymodularization by defining a
separate function deletion-at-first() toperform a specific task (To delete the
node at the beginning of thesingle linked list) deletion-at-Last()(To delete the --- NOT
25 3 LTC
node at the last ofthe single linked list) deletion-at-Position()(To delete the APPLICABLE ---
node at agiven position of the single linked list) Task 2: Ask the students
toidentify the parts of the code in order to comprehend the structureof the C
program

SESSION NUMBER : 39

Session Outcome: 1 To understand the different terms used in trees, such as nodes, edges, root, parent, and child

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Define what is tree and the different terms used in trees. Explain theconcepts --- NOT
20 2 Chalk
of nodes, edges, root, parent, and child. APPLICABLE ---
Quiz/Test
25 ALM 3 LTC
Questions

Tutorial Course DELIVERY Plan: NO Delivery Plan Exists

Tutorial Session wise Teaching – Learning Plan

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No Session Plans Exists

Practical Course DELIVERY Plan:

Tutorial
Session Topics CO-Mapping
no

1 Algorithms and Flowcharts CO5

2 Algorithm and Flowchart CO5

3 Data Types, Console I/O, Basic operators and Storage Classes CO5

4 If else statements and Ternary Operator CO5

5 Increment, decrement and bitwise operators CO5

6 Iterative statements- while, do-while, for CO5

7 Recursion CO5

8 String Handling CO5

9 Arrays and its applications CO5

10 2D Arrays CO5

11 Structures CO5

12 stack and queue CO5

13 Linked-Lists CO5

Practical Session wise Teaching – Learning Plan

SESSION NUMBER : 1

Session Outcome: 1 Design and Develop an algorithm and flowchart for real world problems

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Maya who dreams of achieving financial independence learns about SIPs
(Systematic Investment Plans) and decides to start investing. She decided to
invest ₹10,000 every month in a mutual fund that historically provides an --- NOT
30 2 Chalk
annual return of 12%, compounded monthly. She plans to invest for 15 years. APPLICABLE ---
Write an algorithm and draw the flowchart to determine the total amount
Maya could potentially accumulate by the end of 15 years.
A bookstore owner, Alex, wants to place X books on N number of shelves to
maximize space efficiency. Each shelf has the capacity to hold only Y --- NOT
25 2 Chalk
number of books. Develop an algorithm and draw the flowchart to identify APPLICABLE ---
whether Alex can successfully accommodate the books or not.
A bakery offers a promotion where customers receive a discount based on
the number of cakes they buy as follows: • Customers buying 1 to 3 cakes
pay the full price for each cake without any discount. • Customers buying 4
--- NOT
20 to 6 cakes receive a 10% discount on the total cost of all cakes. • Customers 2 Chalk
APPLICABLE ---
buying 7 or more cakes receive a 15% discount on the total cost of all cakes.
Write an algorithm and draw the flowchart to find the final amount a
customer needs to pay for the cakes purchased.
--- NOT
20 viva 2 Talk
APPLICABLE ---

SESSION NUMBER : 2

Session Outcome: 1 Design and Develop an Algorithm and Flowcharts for real world problems
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7/17/24, 10:24 AM about:blank

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Sheila wants to engage her little son Rohit by giving him a puzzle to solve. The
puzzle involves 3 vertical pegs and 2 balls numbered 20 and 10 with holes
through their centers as shown in the diagram. Initially ball 20 is on Peg A and
--- NOT
25 ball 10 is on Peg B. The objective of puzzle is to place the ball 20 on Peg B 3 LTC
APPLICABLE ---
and ball 10 on Peg A obeying the rule that the balls must not be placed on floor
after removing from pegs. However, by using pointers Rohit can make use of
empty Peg C to solve the puzzle.
After a long time of covid outbreak, finally you are into your B.Tech first year,
your programming faculty wants you to introduce yourself to the class with
your name, last five digits of your ID Number, Gender, Department/Branch, --- NOT
25 3 LTC
Phone Number as(111-222-3333), Intermediate C.G.P.A., As you are a C APPLICABLE ---
aspirant, write a program which takes input and displays all the details asked
by your faculty.
Do the following experiments a. Declaring a variable Link: --- NOT
25 3 LTC
https://www.codechef.com/learn/course/c/LBCL05/problems/CLB023 APPLICABLE ---
--- NOT
20 viva 2 Talk
APPLICABLE ---

SESSION NUMBER : 3

Session Outcome: 1 Create programs incorporating Data Types, Console Input/Output (I/O), Basic Operators, and StorageClasses

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Chef heard that four-leaf clovers bring good luck, so he went looking for one.
In his search, Chef found N clovers in total. Out of them, exactly one was a
four-leaf clover, and all the others were three-leaf clovers. How many leaves
did Chef collect in total, across all the clovers? Chef heard that four-leaf
clovers bring good luck, so he went looking for one. In his search, Chef
--- NOT
25 found N clovers in total. Out of them, exactly one was a four-leaf clover, and 3 LTC
APPLICABLE ---
all the others were three-leaf clovers. How many leaves did Chef collect in
total, across all the clovers? Chef heard that four-leaf clovers bring good luck,
so he went looking for one. In his search, Chef found N clovers in total. Out
of them, exactly one was a four-leaf clover, and all the others were three-leaf
clovers. How many leaves did Chef collect in total, across all the clovers?
Surya Namaskar, also known as Sun Salutation, is a series of 12 yoga poses
performed in a sequence. Chef repeats this sequence of yoga poses multiple --- NOT
25 3 LTC
times during his session. Given that Chef has performed N yoga poses, find APPLICABLE ---
the number of rounds of Surya Namaskar he completed during the session
You have a television which had 𝑋X working channels numbered
1,2,...,𝑋1,2,...,X. Unfortunately, due to a recent change, all even-numbered
channels stopped working. For example if 𝑋=5X=5, channels numbered 22
and 44 have stopped working, while channels numbered 11, 33 and 55 are --- NOT
25 3 LTC
still working. Given 𝑋X, can you tell how many channels are still working? APPLICABLE ---
Input Format The first and only line of input contains a single integer 𝑋X.
Output Format Output the number of working channels. Constraints
1≤𝑋≤1001≤X≤100 Link: https://www.codechef.com/problems/TV
--- NOT
20 viva 2 Talk
APPLICABLE ---

SESSION NUMBER : 4

Session Outcome: 1 Develop programs utilizing If-Else statements and the Ternary Operator for conditional operations

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---

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Favorite Number • Alice likes numbers which are even and are a multiple of
7. • Bob likes numbers which are odd and are a multiple of 9. • If both Alice --- NOT
25 2 LTC
and Bob don’t like the number, Charlie likes it Given a number A, find who APPLICABLE ---
takes it home. Link: https://tinyurl.com/3yx4m8da
Write a C program for traffic simulators to control the following operations if
the user enters the signal as 'Y', or ‘R’, or ‘G’? • R-Stop! It's red signal. • Y- --- NOT
25 3 LTC
Get ready to move. It's yellow signal. • G-Go! It's green signal. • Invalid APPLICABLE ---
signal input.
Write a program which does the following: Let's think of a real-life example
--- NOT
25 where we need to find out if a person is old enough to vote. Find out if the 3 LTC
APPLICABLE ---
age (25) is greater than OR equal to the voting age limit, which is set to 18.
--- NOT
20 viva 2 LTC
APPLICABLE ---

SESSION NUMBER : 5

Session Outcome: 1 use increment, decrement and bitwise operators

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Write a program to obtain a number N and increment its value by 1 if the
number is divisible by 4 otherwise decrement its value by 1. Link: --- NOT
25 3 LTC
https://www.codechef.com/practice/course/logical- APPLICABLE ---
problems/DIFF800/problems/DECINC
Ram is fond of numbers. He is interested in numbers which are powers of 2.
--- NOT
25 His programming instructor assigns him the task of checking whether a given 3 LTC
APPLICABLE ---
number is power of two or not, only by using the bitwise operators.
Jack is a talkative student in the class. His teacher wants to make him busy by
assigning some work. So, she asks him to consider two variables and
--- NOT
25 interchange the values of the variables. The teacher instructs him not to use 3 LTC
APPLICABLE ---
any temporary variables and to perform the task using bitwise operators only.
Help Jack in Completing the task. (Hint: use bitwise operators)
--- NOT
20 viva 2 LTC
APPLICABLE ---

SESSION NUMBER : 6

Session Outcome: 1 write programs using looping constructs

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Given an integer num, repeatedly add all its digits until the result has only --- NOT
25 3 LTC
one digit and return it. Link: https://leetcode.com/problems/add-digits/ APPLICABLE ---
A happy number is a number defined by the following process: Starting with
any positive integer, replace the number by the sum of the squares of its
digits. Repeat the process until the number equals 1 (where it will stay), or it
--- NOT
25 loops endlessly in a cycle which does not include 1. Those numbers for 3 LTC
APPLICABLE ---
which this process ends in 1 are happy. Return true if n is a happy number,
and false if not. Link: https://leetcode.com/problems/happy-
number/description/
An ugly number is a positive integer whose prime factors are limited to 2, 3, --- NOT
25 3 LTC
and 5. Link: https://leetcode.com/problems/ugly-number/description/ APPLICABLE ---
--- NOT
20 viva 2 Talk
APPLICABLE ---

SESSION NUMBER : 7

Session Outcome: 1 write recursive solutions

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods

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7/17/24, 10:24 AM about:blank

--- NOT
5 Attendance 1 LTC APPLICABLE -
--
--- NOT
For given size of N print the following pattern Link:
25 2 LTC APPLICABLE -
https://www.codechef.com/LCD32021/problems/PATTER1?tab=statement
--
--- NOT
Fibonacci Series for a given integer n by using recursion. Link:
25 3 LTC APPLICABLE -
https://www.codechef.com/learn/course/recursion/LRECUR01/problems/RECUR05
--
Consider a closed circuit containing ten resistors connected in series with --- NOT
25 resistances 10, 12, 13, 22, 34, 44, 45, 5, 55, 7 respectively. Write the resistances to a 3 LTC APPLICABLE -
file named “res.txt” and find the average resistance of the circuit. --

SESSION NUMBER : 8

Session Outcome: 1 implement various string manipulations

Teaching- Active
Time(min) Topic BTL Learning Learning
Methods Methods
--- NOT
5 Attendance 1 Talk APPLICABLE
---
You're given strings jewels representing the types of stones that are jewels, and stones
representing the stones you have. Each character in stones is a type of stone you have. --- NOT
25 You want to know how many of the stones you have are also jewels. Letters are case 2 LTC APPLICABLE
sensitive, so "a" is considered a different type of stone from "A". Link: ---
https://leetcode.com/problems/jewels-and-stones/description/
DNA Storage For encoding an even-length binary string into a sequence of A, T, C, and
G, we iterate from left to right and replace the characters as follows: 00 is replaced with
--- NOT
A 01 is replaced with T 10 is replaced with C 11 is replaced with G Given a binary string
25 3 LTC APPLICABLE
S of length N (N is even), find the encoded sequence. LINK :
---
https://www.codechef.com/practice/course/strings/STRINGS/problems/DNASTORAGE?
tab=statement
Given an array nums. We define a running sum of an array as runningSum[i] = --- NOT
25 sum(nums[0]…nums[i]). Return the running sum of nums. LINK: 3 LTC APPLICABLE
https://leetcode.com/problems/running-sum-of-1d-array/description/ ---
--- NOT
20 viva 2 LTC APPLICABLE
---

SESSION NUMBER : 9

Session Outcome: 1 write programs using arrays

Teaching- Active
Time(min) Topic BTL Learning Learning
Methods Methods
--- NOT
5 Attendance 1 Talk APPLICABLE
---
--- NOT
Given an array nums. We define a running sum of an array as runningSum[i] =
25 2 LTC APPLICABLE
sum(nums[0]…nums[i]). Return the running sum of nums.
---
You are given an integer array nums where the largest integer is unique. Determine --- NOT
25 whether the largest element in the array is at least twice as much as every other number 3 LTC APPLICABLE
in the array. If it is, return the index of the largest element, or return -1 otherwise. ---
You are given an array A of size N and an element X. Your task is to find whether the --- NOT
25 array A contains the element X or not. 3 LTC APPLICABLE
https://www.codechef.com/practice/course/arrays/ARRAYS/problems/SEARCHINARR ---
--- NOT
20 viva 2 Talk APPLICABLE
---

SESSION NUMBER : 10

Session Outcome: 1 use 2D arrays

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Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
25 Convert 1D array into 2D array 2 LTC
APPLICABLE ---
--- NOT
25 Rotate image 3 LTC
APPLICABLE ---
--- NOT
25 Add Two Matrices: 3 LTC
APPLICABLE ---
--- NOT
20 viva 3 LTC
APPLICABLE ---

SESSION NUMBER : 11

Session Outcome: 1 write programs using structures

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
Define a structure Hotel, it should have members that include the name,
--- NOT
25 address, rating, room charge and number of rooms. Write a C function to 2 LTC
APPLICABLE ---
print total details of the hotel.
Define a structure Hotel, it should have members that include the name,
--- NOT
25 address, rating, room charge and number of rooms. Write a C function to 3 LTC
APPLICABLE ---
print total details of the hotel.
Write a C program that uses a structure to store information about a book.
The program should prompt the user to input details such as the title, author, --- NOT
25 3 LTC
subject, and book ID. The program should then display the information about APPLICABLE ---
the book using a pointer to access the structure members
--- NOT
20 viva 2 Talk
APPLICABLE ---

SESSION NUMBER : 12

Session Outcome: 1 Apply CRUD operations on stack and queue data structures

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
• You are given partial implementation of Stack. • Incomplete push and pop --- NOT
25 2 LTC
operations. • Fill the dash present in push and pop operations APPLICABLE ---
Task • You are given implementation of peek,isEmpty and isFull function of
stack • Peek function return the element present in the peek of stack in case
stack is empty it returns -1. • isFull fuction return 1 if the stack is full and --- NOT
25 3 LTC
return 0, if the stack is not full. • Fill the dash present in the function and APPLICABLE ---
submit the code. Link: https://www.codechef.com/learn/course/stacks-and-
queues/LSTACKS/problems/STACK12
Mountain Peak https://www.codechef.com/practice/course/stacks-and- --- NOT
25 3 LTC
queues/STAQUEF/problems/DSCPPAS26 APPLICABLE ---
--- NOT
20 viva 2 Talk
APPLICABLE ---

SESSION NUMBER : 13

Session Outcome: 1 Apply CRUD operations on Linkedlist

Teaching- Active
Time(min) Topic BTL Learning Learning
Methods Methods
--- NOT
5 Attendance 1 Talk APPLICABLE
---

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Design your implementation of the linked list. You can choose to use a singly Linked list. A
node in a singly linked list should have two attributes: val and next. val is the value of the
--- NOT
current node, and next is a pointer/reference to the next node. If you want to use the doubly
25 2 LTC APPLICABLE
linked list, you will need one more attribute prev to indicate the previous node in the linked
---
list. Assume all nodes in the linked list are 0-indexed. LINK:
https://leetcode.com/problems/design-linked-list/description/
Delete from front Before deleting a node, we will need to find it by value. To find a value,
we can traverse the linked list and see if node of any value matches the value we want to --- NOT
25 delete. Once the targetNode is found, we can then delete it. LINK: 3 LTC APPLICABLE
https://www.codechef.com/learn/course/linkedlists/LINKEDLIST03/problems/LINK01P12? ---
tab=statement
--- NOT
Remove Linked list elements Given the head of a linked list and an integer val, remove all
25 3 LTC APPLICABLE
the nodes of the linked list that has Node.val == val, and return the new head
---
--- NOT
20 viva 2 LTC APPLICABLE
---

Skilling Course DELIVERY Plan:

Skilling
session Topics/Experiments CO-Mapping
no

1 Algorithms and Flowcharts CO6

2 Algorithms and Flowchart CO6

3 Algorithm and Flowchart CO6

4 Algorithm and Flowchart CO6

5 Data Types, Console Input/Output (I/O), Basic Operators, and Storage Classes CO6

6 Data Types, Console Input/Output (I/O), Basic Operators, and Storage Classes CO6

7 If else conditional statements and Ternary Operator CO6

8 If else conditional statements and Ternary Operator CO6

9 Increment and Decrement operators and bitwise operators CO6

10 Increment and Decrement operators and bitwise operators CO6

11 Loops- while, do-while,for CO6

12 Nested Loops- while, do-while,for CO6

13 Recursion CO6

14 Recursion CO6

15 String Handling CO6

16 String and command line arguments CO6

17 Arrays- creation and insertion CO6

18 Arrays- searching sorting CO6

19 2D-Arrays CO6

20 Matrix Algebra CO6

21 Structures CO6

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7/17/24, 10:24 AM about:blank

Skilling
session Topics/Experiments CO-Mapping
no

22 Array of structures, structure pointers CO6

23 Stack and Queues CO6

24 Stack and Queues CO6

25 Linked List CO6

26 Linked List CO6

Skilling Session wise Teaching – Learning Plan

SESSION NUMBER : 1

Session Outcome: 1 Design and Develop an Algorithm and Flowchart for real world and mathematical problems.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
60 workbook week-1 skill-1 3 LTC
APPLICABLE ---
--- NOT
35 workbook week-1 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 2

Session Outcome: 1 Design and Develop an Algorithm and Flowchart for real world and mathematical problems.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
50 week-1 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-1 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 3

Session Outcome: 1 Design and Develop an Algorithm and Flowchart for real world and mathematical problems.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
50 week-2 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 week-2 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 4

Session Outcome: 1 Design and Develop an Algorithm and Flowchart for real world and mathematical problems.

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
50 week-2 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-2 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 5

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Session Outcome: 1 Develop C programs using various data types

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
45 week-3 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 wekk-3 skill1 3 LTC
APPLICABLE ---

SESSION NUMBER : 6

Session Outcome: 1 Develop C programs using various data types

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
45 workbook week-3 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 workbook week-3 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 7

Session Outcome: 1 Develop C programs using conditional statements

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
5 Attendance 1 Talk
APPLICABLE ---
--- NOT
45 wekk-4 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 wekk-4 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 8

Session Outcome: 1 Develop C programs using conditional statements

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 wekk-4 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-4 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 9

Session Outcome: 1 use increment decrement and bitwise operators

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 wekk-5 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 week-5 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 10
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Session Outcome: 1 use increment decrement and bitwise operators

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-5 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-5 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 11

Session Outcome: 1 Develop C programs using looping constructs

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-6 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 week-6 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 12

Session Outcome: 1 Develop C programs using looping constructs

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 LTC
APPLICABLE ---
--- NOT
40 week-6 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-6 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 13

Session Outcome: 1 Develop recursive solutions

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-7 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 week-7 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 14

Session Outcome: 1 Develop recursive solutions

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-7 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-7 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 15
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Session Outcome: 1 write c programs to perform various string manipulations

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-8 skill-1 3 LTC
APPLICABLE ---
--- NOT
40 week-8 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 16

Session Outcome: 1 write c programs to perform various string manipulations

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-8 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-8 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 17

Session Outcome: 1 write programs using arrays

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-9 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 week-9 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 18

Session Outcome: 1 write c programs to apply searching and sorting

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-9 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-9 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 19

Session Outcome: 1 Write C programs to work with matrices

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-10 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 week-10 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 20
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Session Outcome: 1 write

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-10 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-10 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 21

Session Outcome: 1 Develop C programs using structures

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-11 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 week-11 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 22

Session Outcome: 1 Develop C programs using structures

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-11 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-11 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 23

Session Outcome: 1 implement CRUD operations on stack and queues

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 wekk-12 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 wekk-12 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 24

Session Outcome: 1 implement CRUD operations on stack and queues

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-12 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-12 skill-2 3 LTC
APPLICABLE ---

SESSION NUMBER : 25
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Session Outcome: 1 implment CRUD operations on Linkedlist

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-13 skill-1 3 LTC
APPLICABLE ---
--- NOT
50 week-13 skill-1 3 LTC
APPLICABLE ---

SESSION NUMBER : 26

Session Outcome: 1 implment CRUD operations on Linkedlist

Teaching-
Active Learning
Time(min) Topic BTL Learning
Methods
Methods
--- NOT
10 Attendance 1 Talk
APPLICABLE ---
--- NOT
40 week-13 skill-2 3 LTC
APPLICABLE ---
--- NOT
50 week-13 skill-2 3 LTC
APPLICABLE ---

WEEKLY HOMEWORK ASSIGNMENTS/ PROBLEM SETS/OPEN ENDEDED PROBLEM-SOLVING EXERCISES etc:

Assignment
Week Assignment Type Topic Details co
No

COURSE TIME TABLE:

Hour 1 2 3 4 5 6 7 8 9
Day Component
Theory -- -- -- -- -- -- -- -- --
Tutorial -- -- -- -- -- -- -- -- --
Mon
Lab -- -- -- -- -- -- -- -- --
Skilling -- -- -- -- -- -- -- -- --
Theory -- -- -- -- -- -- -- -- --
Tutorial -- -- -- -- -- -- -- -- --
Tue
Lab -- -- -- -- -- -- -- -- --
Skilling -- -- -- -- -- -- -- -- --
Theory -- -- -- -- -- -- -- -- --
Tutorial -- -- -- -- -- -- -- -- --
Wed
Lab -- -- -- -- -- -- -- -- --
Skilling -- -- -- -- -- -- -- -- --
Theory -- -- -- -- -- -- -- -- --
Tutorial -- -- -- -- -- -- -- -- --
Thu
Lab -- -- -- -- -- -- -- -- --
Skilling -- -- -- -- -- -- -- -- --
Theory -- -- -- -- -- -- -- -- --
Tutorial -- -- -- -- -- -- -- -- --
Fri
Lab -- -- -- -- -- -- -- -- --
Skilling -- -- -- -- -- -- -- -- --
Theory -- -- -- -- -- -- -- -- --
Tutorial -- -- -- -- -- -- -- -- --
Sat
Lab -- -- -- -- -- -- -- -- --
Skilling -- -- -- -- -- -- -- -- --
Sun Theory -- -- -- -- -- -- -- -- --

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Tutorial -- -- -- -- -- -- -- -- --
Lab -- -- -- -- -- -- -- -- --
Skilling -- -- -- -- -- -- -- -- --

REMEDIAL CLASSES:

Supplement course handout, which may perhaps include special lectures and discussions that would be planned, and schedule notified
according

SELF-LEARNING:

Assignments to promote self-learning, survey of contents from multiple sources.

S.no Topics CO ALM References/MOOCS

DELIVERY DETAILS OF CONTENT BEYOND SYLLABUS:

Content beyond syllabus covered (if any) should be delivered to all students that would be planned, and schedule notified accordingly.
Advanced Topics, Additional Reading, Research papers and
S.no CO ALM References/MOOCS
any

EVALUATION PLAN:

Evaluation Assessment Duration

Evaluation Component Weightage/Marks CO1 CO2 CO3 CO4 CO5 CO6
Type Dates (Hours)
Weightage 8 8
Skill Sem-End Exam 100
End Semester Max Marks 50 50
Summative Weightage 8 8
Lab End Semester Exam 100
Evaluation Max Marks 50 50
Total= 40 % Weightage 24 6 6 6 6
End Semester Exam 180
Max Marks 100 25 25 25 25
Skilling Continuous Weightage 5 5
100
Evaluation Max Marks 50 50
Ratings on Global Weightage 2 2
100
Platforms Max Marks 50 50
In Semester
Formative Continuous Evaluation - Weightage 5 5
100
Evaluation Lab Exercise Max Marks 50 50
Total= 24 % Weightage 4 1 1 1 1
Home Assignment and
30
Textbook Max Marks 40 10 10 10 10
Weightage 8 2 2 2 2
ALM 30
Max Marks 40 10 10 10 10
Weightage 6 6
Skill In-Sem Exam 100
Max Marks 50 50
In Semester Weightage 6 6
Lab In Semester Exam 100
Summative Max Marks 50 50
Evaluation Weightage 12 6 6
Total= 36 % Semester in Exam-II 90
Max Marks 50 25 25
Weightage 12 6 6
Semester in Exam-I 90
Max Marks 50 25 25

ATTENDANCE POLICY:

Every student is expected to be responsible for regularity of his/her attendance in class rooms and laboratories, to appear in scheduled
tests and examinations and fulfill all other tasks assigned to him/her in every course
In every course, student has to maintain a minimum of 85% attendance to be eligible for appearing in Semester end examination of the
course, for cases of medical issues and other unavoidable circumstances the students will be condoned if their attendance is between 75%
to 85% in every course, subjected to submission of medical certificates, medical case file and other needful documental proof to the
concerned departments

DETENTION POLICY :

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In any course, a student has to maintain a minimum of 85% attendance and In-Semester Examinations to be eligible for appearing to the
Semester End Examination, failing to fulfill these conditions will deem such student to have been detained in that course.

PLAGIARISM POLICY :

Supplement course handout, which may perhaps include special lectures and discussions

COURSE TEAM MEMBERS, CHAMBER CONSULTATION HOURS AND CHAMBER VENUE DETAILS:

Supplement course handout, which may perhaps include special lectures and discussions
Delivery Chamber Chamber
Name of Sections of Chamber Consultation Signature of
Component of Consultation Day Consultation Room
Faculty Faculty Timings for each day Course faculty:
Faculty (s) No:

GENERAL INSTRUCTIONS

Students should come prepared for classes and carry the text book(s) or material(s) as prescribed by the Course Faculty to the class.

NOTICES

Most of the notices are available on the LMS platform.

All notices will be communicated through the institution email.

All notices concerning the course will be displayed on the respective Notice Boards.

Signature of COURSE COORDINATOR

(Sreeram Nimmagadda)

Signature of Department Prof. Incharge Academics & Vetting Team Member

Department Of DBES-1

HEAD OF DEPARTMENT:

Approval from: DEAN-ACADEMICS

(Sign with Office Seal) [object HTMLDivElement]

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