ࡱ>  [ bjbj ΐΐF,   MMMMM4h ,< 3333344 4$8M44444MM33RRR4M3M3R4RR 3PVG 0FQ*ƇMͦ44R44444R4444444444444444  : @J K L University Department of Basic Engineering Sciences Course Handout for Ist Year B.Tech PROGRAM A.Y.2016-17, 1st Semester Course Name : Problem Solving & Computer Programming Course Code : 17CS1101 L-T-P structure : 2 4 2 Course Credits :05 Course Coordinator : Dr. D. Haritha Course Instructors : 1. P.V.Vara Prasad 11. P Venkateswara Rao 2. T. Vamsidhar 12. T. Vijaya Saradhi 3. E. Sridevi 13. L. Jagjeevan Rao 4. T. Rajesh Kumar 14. R. Srikanth 5. L.Sridhar Rao 15. N. Sreeram 6. P. Siva Kumar 16. Pradeep Raj 7. G. Rama Krishna 17. V.Prema Latha 8. Zeelan Basha 18. Saibaba 9. Sk. Razia 19. Dorababu 10. Uday Kumar 20. NVS Pavan Kumar 21. D. Anand 22. T. Ganeshan 23. Syed Karimunisha 24. K. Suma Anusha 25. Sk. Razia 26.V. L. Sarvani 27. D.R. Lavanya 28.U Haritha 29. B. Ashok 30.ASALG Gupta 31. N. Swathi Course Teaching Associates :A.Krishna, Sowmya Ranjan Jena, Avirup guha Neogi, Chandrasekhar Gosami, Sk. Shakeela, Ayushree, Prince Priya Malla, T. Pavithra. Course Objective : The objective of the course is to equip the student with problem solving skills using C Language and associated Data Structures to provide the student details about algorithms used in typically familiar problems, and a few details about the essential ingredients of the programming language C and fundamental Data Structures. Course Rationale: 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 Outcomes (CO): CO No:COSOBTL1Illustrate how problems are solved using computers and programming.a,e22Illustrate and use Control Flow Statements in C.a,e,23 Interpret & Illustrate user defined C functions and different operations on list of data. a,e24 Implement Linear Data Structures and compare them.B25Apply the knowledge obtained by the course to solve real world problems.a,b,e2 COURSE OUTCOME INDICATORS (COI): ( 3 to 5 COIs per each CO are permitted except for Lab oriented CO, for Lab two COIs are normally permitted) CO No.COI-1COI-2COI-3COI-41Describe problem solving and how to translate a flowchart to a C program.Understanding Data types in C language including Pointers .Illustrate different types of Operators in C..2Interpret & Solve Decision making problems.Solve problems by Decision making & Looping.3Interpret user defined C functions, and understanding of storage classes and scope of variablesIllustrate different operations on list of data including searching & sorting techniques.4Interpret user-defined data types & Illustrate different operations on Strings.Design and implement Algorithms for Linear Data Structures5Identify the problemAnalysis of the problemDesignImplementation SYLLABUS (As approved by BoS): Problem Solving Approach, Algorithms and Algorithm Analysis, Program Development Steps, Structure of C Program, Pre-Processor Directives, Formatted I/O,C Tokens, Data Types: Primitive, Extended and Derived Including Pointers, Operators, Precedence, Associativity , Redirecting I/O :Files and File Operations , Control Flow Statements, Functions, Recursion, Scope of Variables and Storage classes, Arrays, 2-DimensionalArrays,Dynamic Memory Allocation, Searching: Linear Search and Binary Search, Sorting: Bubble Sort, Strings, Structures and Unions, Introduction to Stacks-Implementation using array, Introduction to Queues - Linear Queue-Implementation using array, Introduction to Lists: Single Linked List- Insertion, Deletion, Display, Introduction to Trees- Binary tree, Definition, Terminology. Text Books: Brian W. Kernighan, Dennis M. Ritchie, The C Programming Language: ANSI C Version, 2/e, Prentice-Hall/Pearson Education-2005. E. Balagurusamy , Programming in ANSI C 4th ed., Tata McGraw-Hill Education, 2008 . R. F. Gilberg, B. A. Forouzan, Data Structures, 2nd Edition, Thomson India Edition-2005. Reference Books:- Mark Allen weiss, Data Structures and Algorithm Analysis in C, 2008, Third Edition, Pearson Education. Horowitz, Sahni, Anderson Freed, Fundamentals of Datastructures in C, 2nd Edition-2007. Robert Kruse, C. L. Tondo, Bruce Leung, Shashi Mogalla, Data structures and Program Design in C, 4th Edition-2007. C for Engineers and Scientists An Interpretive Approach by Harry H. Cheng, Mc Graw Hill International Edition-2010. Jeri R. Hanly, Elliot B. Koffman, Problem Solving and Program Design in C, 7/e, Pearson Education-2004. Jean Paul Trembly Paul G.Sorenson, An Introduction To Data Structures with applications, 2nd Edition. Other Books, References: (As recommended for reference by the course team, if any): Nill Deviations (if any) from BoS approved syllabus and the topics planned: Nill (Clearly state each deviation and give brief explanation on justifying the deviation) COURSE DELIVERY PLAN: Sessio. No.COCOITopic (s)Teaching-Learning MethodsEvaluation Components111Introduction, Algorithms and flowcharts.Chalk & talk Test-1/SEE/ LTC- TEST21Algorithms and flowcharts.Chalk & talkTest-1/SEE/ LTC- TEST31Algorithm analysisChalk & talkTest-1/SEE/ LTC- TEST42Introduction to C programming language-structure of C & formatted I/O. [T1- PP.1-46]Chalk & talkTest-1/SEE/ LTC- TEST52Basics of C Language - Tokens. [T1- PP.1-46]Chalk & talkTest-1/SEE/ LTC- TEST62Data Types[T1- PP.1-46]Chalk & talk, pptTest-1/SEE/ LTC- TEST72Data Types[T1- PP.1-46] [LTC EVALUATION]Chalk & talkTest-1/SEE/ LTC- TEST82Redirecting I/O Files & File Operations .Chalk & talkTest-1/SEE/ LTC- TEST93Arithmetic, relational, and logical operators. [T1- PP.52-59]Chalk & talkTest-1/SEE/ LTC- TEST103Increment and decrement operators, conditional, assignment and special operators[T1- PP.61-63]. [LTC EVALUATION]Chalk & talkTest-1/SEE/ LTC- TEST113Special Operators, Operators precedence, operators associativity, Expression evaluation rules [T1- PP.64-72]Chalk & talkTest-1/SEE/ LTC- TEST123Bit- wise operators. [T1- PP.52-59]Chalk & talkTest-1/SEE/ LTC- TEST1321Simple-if and if-else statement[T1- PP.114-119] Chalk & talkTest-2/SEE/ LTC- TEST141Else-if ladder statement[T1- PP.126-128] [LTC EVALUATION]Chalk & talkTest-2/SEE/ LTC- TEST151Nested If and Switch case statement[T1- PP.129-132] [LTC EVALUATION]Chalk & talkTest-2/SEE/ LTC- TEST162While loop statement[T1- PP.154-156] [LTC EVALUATION]Chalk & talkTest-2/SEE/ LTC- TEST172While loop statement[T1- PP.154-156] [LTC EVALUATION]Chalk & talkTest-2/SEE/ LTC- TEST182For loop statement[T1- PP.159-170] [LTC EVALUATION]Chalk & talkTest-2/SEE/ LTC- TEST192For loop statement[T1- PP.159-170]Chalk & talkTest-2/SEE/ LTC- TEST202Do-while loop statement[T1- PP.157-158]Chalk & talkTest-2/SEE/ LTC- TEST2131Functions Basic concepts, Types, Categories of functions[T1- PP.262-287] [LTC EVALUATION]Chalk & talkTest-3/SEE/ LTC- TEST221Functions function pointer, call by value and call by reference.[T1- PP.262-287] Chalk & talkTest - 3/SEE/ LTC- TEST231Recursive Function Introduction, Examples[T1- PP288-289] [LTC EVALUATION]Chalk & talk, visualizationTest - 3/SEE/ LTC- TEST241Recursive Function practice [T1- PP288-289]Chalk & talk, visualizationTest - 3/SEE/ LTC- TEST251Storage Classes Introduction, Types, Examples[T1- PP.295-303] Chalk & talkTest - 3/SEE/ LTC- TEST262Arrays 1 Dimensional array [T1- PP.192-198, T3- PP.597-600] [LTC EVALUATION]Chalk & talkTest - 3/SEE/ LTC- TEST272Arrays pointer to an array, array of pointers [T1- PP.192-198, T3- PP.597-600]Chalk & talkTest - 3/SEE/ LTC- TEST282Arrays 2 Dimensional array [T1- PP.199-208] [LTC EVALUATION].Chalk & talkTest - 3/SEE/ LTC- TEST292 Linear search [T1- PP.192-198, T3- PP.597-600]Chalk & talkTest - 3/SEE/ LTC- TEST302Binary search [T1- 603-607] [LTC EVALUATION]Chalk & talkTest - 3/SEE/ LTC- TEST312Sorting on numeric data Bubble sort[T3- PP.558-560] [LTC EVALUATION] Chalk & talkTest - 3/SEE/ LTC- TEST3241Operations on Strings[T1- PP.229-241] Chalk & talkComprehensive end exam331Operations on Strings & string pointers[T1- PP.242-250]Chalk & talkComprehensive end exam341Introduction to structures[T1- PP.317-326]Chalk & talkComprehensive end exam351Structures and structure pointers and unions. [T1- PP.317-326]Chalk & talk, pptComprehensive end exam362Implementation of stacks using arrays.[T3-PP.79-82]Chalk & talk, pptComprehensive end exam372Implementation of stacks using arrays. [T3-PP.79-82] [LTC EVALUATION]Chalk & talkComprehensive end exam382Implementation of queues using arrays[T3- PP.148-151]Chalk & talkComprehensive end exam392Sll node structure definition[T3- PP.193-197,214]Chalk & talkComprehensive end exam402Implementation of single linked list[T3- PP.197-202,216-219] [LTC EVALUATION]Chalk & talkComprehensive end exam412Introduction to TreesChalk & talkComprehensive end exam Session wise Teaching Learning Plan SESSION PLAN: 01 Session Outcome: At the end of this session on INTRODUCTION, ALGORITHMS AND FLOWCHARTS, Students will be able: 1. To write algorithms for linear problems. 2. To write flowcharts for linear problems. Time in MinutesTopicBTLTeaching Methodology5Recap/Introduction: Introduction about the need of C&DS course20Sub-topic-1 (Lecture) Course handout discussion:- Regarding Syllabus and text books, evaluation pattern, division of course competencies, regarding lab taken to class evaluation procedure.120Sub-topic-2 (Lecture) What is a flowchart and Algorithm? And its need in s/w development. How to draw flowchart and how to design an algorithm for a given application (or program)? Example program: Write an algorithm and draw flowchart to withdraw cash from ATM1Chalk & talk25Practice-session-1: Draw flowchart& algorithm to illustrate the following. Vishnu Limited calculates discounts allowed to customers on the following basis: Order quantity Normal discount 1-99 5% 100-199 7% 200-499 9% 500 and above 10% 225Practice-session-2: Draw flowchart& algorithm to describe the process of solving the following problem. Rahul went to the grocery store and bought 1kg maida for 65Rs, 1 litre milk for 50Rs, and a dozen eggs for 35Rs. He paid for the groceries 500Rs.bill. What was his change?5Conclusion Home Assignment: A University has 3,000 students. These students are divided in four categories: (i) B. Tech (ii) M. Tech (iii) M.S. (iv) Ph.D. Draw a flow chart and algorithm for finding the percentage of the students in each category. A farmer has field which is B meters wide and L meters long. The field yields C cubic meters of grain per hectare ( 1 Hectare = 10,000 square meters ). The farmer has a number of rectangular tins, L1 meters long, B1 meters wide and H1 meters high to store the grain. The program should output, (i) number of completely filled ins, (ii) volume of grain in the partially filled tin. Write algorithm & flowchart.  SESSION PLAN: 02 Session Outcome: At the end of this session on ALGORITHMS AND FLOWCHARTS, Students will be able: 1. To design algorithms for iterative problems. 2. To design flowcharts for iterative problems. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction Recap previous class topic30Sub-topic-1 (Lecture): Use an algorithm to print all natural numbers from 1 to N to make the students to understand design of algorithm and flow chart for iterative problems.130Practice Session-1: Ask the Students to do the following practicing problem. Write an algorithm and flowchart to print all even numbers between 1 to N Write an algorithm and flowchart to print sum of first N natural numbers.2Chalk & talk30Practice Session-2: A company has 2,500 employees. Their salaries are stored as J(s), 1, 2, ---- 2500. The salaries are divided in four categories as under : (i) Less than Rs. 1,000 (ii) Rs. 1,000 to Rs.2,000 (iii) Rs. 2,001 to Rs. 5,000 (iv) Above Rs. 5,000. Draw a flow chart for finding the percentage of the employees in each category 25SummaryHome Assignment: A frog is at the bottom of a 30 meter well. Each day he summons enough energy for one 3 meter leap up the well. Exhausted, he then hangs there for the rest of the day. At night, while he is asleep, he slips 2 meters backwards. How many days does it take him to escape from the well? Note: Assume after the first leap that his hind legs are exactly three meters up the well. His hind legs must clear the well for him to escape P and Q are the two points of a graph. you are asked to find their Quadrant. Draw flow chart & algorithm . SESSION PLAN: 03 Session Outcome: At the end of this session on INTRODUCTION TO C LANGUAGE, Students will be able: 1. To know the structure of the C program 2. To Know the preprocessor directives and formatted IO. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction: 30Sub-topic-1(lecture): Explanation of structure of C program with one example program- to find the area of a circle.1Chalk & talk30Sub-topic -2(lecture) Explanation of preprocessor and directives with one example program to find the potential energy of a body with a mass dropped from a height (Hint acceleration due to gravity g=9.8m/sec2) 230Sub topic-3(Lecture): Explanation of formatted I/O with the above 2 examples .5Conclusion  SESSION PLAN: 04 Session Outcome: At the end of this session on INTRODUCTION TO C LANGUAGE, Students will be able: 1. To know the character set of C Language. 2. To know the C tokens. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction: Explain brief history and characteristics of C programming20Sub-topic-1(lecture): Definition of compiler, interpreter, and their difference. 1Chalk & talk20Practice session - 1: Ask the students to write an algorithm to print their details (Registration form information).220Sub topic-2(Lecture): Explanation of C character set, tokens, identifiers, keywords, operators, constants with possible examples.30Sub-topic-3(Lecture): Explanation of tokens(keywords, identifiers, and constants)15Conclusion Home Assignment: Write a C program that reads the last 3 digits of your roll number & Print it? Write a C program that reads your mobile number & display it along with your name? Write a C program to read employee number, name, salary and print it. Session Plan :5 Session Outcome: At the end of this session on DATA TYPES student will be able : To understand the various data types and their usage. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap/Introduction: Recap 30Sub-task-1(Lecture): Explanation of various primitive data types ( size and range of values). Explanation of input and output statements.1Chalk & talk10Practice session-1: Ask the student to find the required data types to store age of a person, sex, mobile number and his weight in kgs(Eg.71.25 kgs). 210Practice session-2: Ask the student to display memory occupied by each primitive data type in their ascending order. 140Practice session-3: 1)Ask the student to perform sum of two floating point numbers and display the sum in exponent format(Ex: 13.3478+32.1234=0.4572E02) 2)What is the output for the following: Void main() { int m=12345; long int n=987654; printf(%d\n,m); printf(%10d\n,m); printf(%010d\n,m); printf(%-10d\n,m); printf(%10ld\n,n); printf(%10ld\n,-n);} 3) What is the output for the following: void main() {float y=98.765; Printf(%7.4f,y); Printf(%7.2f,y); Printf(%-7.2f,y); Printf(%f,y); Printf(%10.2e,y); Printf(%11.4e,-y); Printf(%-10.2e,y); Printf(%e,y); } 5Summary Session Plan :6 Session Outcome: At the end of this session on DATA TYPES student will be able : To understand the various data types and their usage. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap/Introduction: Recap all previous class operators 30Sub-task-1(Lecture): Continue derived data types Introduction to pointers, explanation about the pointers and its usage with below example 1Chalk & talk15Practice session-1: Ask the student to find sum of two numbers using pointers.215Practice session-2: Write the program with equivalent pointer expressions for the following: main() { int u1; int v=3; u1=2*(v+5); printf(\nu1=%d ,u1); } 2.predict the output for the following program segment: main() { int i=2,*p; p=&I; printf(%d %d %d, I,*p++,*(p++)) }120Sub -tesk-2(Lecture) Explanation of user defined data types(typedef,enum)10Practice session-3: Ask the student to guess the output of following code segment Main() { typedef int klu; klu a,b; a=20; b=30; printf(%d,a+b); }  Session Plan :7 Session Outcome: At the end of this session on FILES student will be able : To re direct input and output of a program to a file. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap/Introduction: Recap all previous class operators 45Sub-task-1(Lecture): Explanation of use of files, different file operations(r,w,a+,w+),fopen(),fclose(),fscanf(),fprintf()1Chalk & talk15Practice session-1: Ask the student to read two different numbers from the file(numbers.dat), with the help of the pointers calculate product of it and rewrite the result into the same file.230Practice session-2: 1)Ask the student to read their registration number from the keyboard and write it to a data file. 2) Ask the student to create a file named inventory.dat that stores item name, quantity and price for a single item. write the program to read the values from the file and calculate bill amount and re write the same into the same file.15Summary SESSION PLAN:8 Session Outcome: At the end of this session on OPERATORS, Students will be able: 1. To use arithmetic and relational operators in different C programs. 2. To write decision making C programs. 3. To use bitwise operators Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction: Explain the use of operators in C 25Practice session - 1: A computer programming contest requires teams of 5 members each. Write a program that asks for the number of players and then give the number of teams and number of players leftover? Ask the students to write either algorithm or program to find given number is positive or negative or zero number.220Sub topic-1: Explanation of arithmetic, relational and conditional operators with above problems.1Chalk & talk25Practice session-2: Construct the logical expressions to represent the following conditions: Weight is greater than or equal to 115 but less than 225 X is even Donation is in the range 5000-7000 or guest is 1 Ch is a lower case letter. Ask the student to write algorithm and program to check that the given number is even or odd.220Sub topic-2(Lecture): Explanation of logical operators. Explain how to use pointers in expressions and possible arithmetic operations on pointers. 1Chalk & talk5SummaryHome Assignment: Assume a vegetable market - selling vegetables Beetroot, Carrot, Onions, Tomato, Chillies, Ladies finger, Brinjal, CauliFlower, Cabbage, Leafy vegetables. Write a C program to Prepare the bill for each customer depending upon the choice of his/her purchase.(bill generation). Ask the student to write algorithm and program to swap two numbers without using temporary variable. Ask the students to write algorithm and program to find the given year is a leap year or not. Ask the students to write algorithm and program to calculate & display the remainder and quotient of a number?.  SESSION PLAN: 9 Session Outcome: At the end of this session on OPERATORS, Students will be able: 1. To use increment and decrement operators in different programs. 2. To use assignment operators in different programs. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction:25Practice session-1: Ask the students to identify the output of the following code snippet int i=3,y,x=4; y = i++ + x; printf(%d,y); int i=3,y,x=4; y = ++i + x; printf(%d,y); int i=3,y,x=4; y = i++ + x + i; printf(%d,y);215Sub task-1(Lecture): Explain increment and decrement operators with above examples.1Chalk & talk25Practice session-2: Ask the students to identify the output of following code snippet. void main() { int a=5,b=6; (a>b)?printf(%d,a): printf(%d,b); } void main() { Int a,b,c; clrscr(); a = 0XA4; b = 017; c = a*b; printf("\nthe product of a and b is:%d",c); }215Practice session-3: What is the output for the following: void main() { int a,b, *p1, *p2, x,y,z; a=12; b=4; p1=&a; p2=&b; x=*p1 * *p2 6; y=4 - *p2/*p1 +10; printf( address of a = %u\n,p1); printf( address of b = %u\n,p2); printf(\n); printf( a = %d, b=%d\n,a,b); printf( x = %d, y=%d \n,x,y); *p2 = *p2 + 3; *p1 = *p2 5; z = *p1 * *p2 - 6; printf( \n a = %d, b = %d \n,a,b); printf( z= %d\n,z); } Given the following declarations: int x=10, y = 10; int *p1 = &x, *p2=&y; what is the value of each of the following expressions? (*p1)++ (*p2) *p1 + (*p2)-- ++(*p2) - *p115SummaryHome Assignment: SESSION PLAN: 10 Session Outcome: At the end of this session on EXPRESSION EVALUATION RULES, Students will be able: To understand the precedence and associativity of C operators To evaluate the C expressions. To use special operators. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap/Introduction: Recap all previous class operators 20Practice session 1: find o/p of following: int a=20,b=30,res=0; res=(++a,b+=a); printf(res=%d,res); Void main() { intp,q,r; p=3; q=4; r=0; r=(p++,q*=p); } What are the values of p,q,r after execution of above code segment? 20 Sub task-1(Lecture): Explain special operators.15 Practice session-2: Evaluate the following expression using BODMAS rule. 7+(8%3)-12*30/6. 2.find o/p of following: void main() { inta,b=3; char c=a; a=b+c; printf(%d\n,a); }215Sub-task-2(Lecture): We will explain precedence and associativity of all operators in C. we will explain rules for expression evaluation. And also explain implicit and explicit type conversion.1Chalk & talk20Practice session-3: Determine the data type of the expression (100(1-pq)/(q+r)) (((p+r)/s)/(long(s+p))) Suppose a,b,c are integer variables where a=3,b=3,c=-5 and x,y,z are floating point variables where x=8.8, y=3.5, z=-5.2. determine the value of following expressions: a%c d. a*b/c (a*c)%b e. x/y x/(x+y) f. int(x) % int(y) Find the correct order of evaluation for the below expression. Z = x+y*z/4%2-1 Which of the following 2 statements are valid X=2,034; X=(2,034);5SummaryHome Assignment: Suppose x1 and x2 are two double type variables that you want to add as integers and assign to an integer variable. Construct a C statement for doing so? Given the following set of identifiers : char ch; short sh; int intval; long longval; float fl; identify the data type of the following expressions: a-3 intval * longval ch fl + longval/sh Session Plan :11 Session Outcome: At the end of this session on BIT WISE Operators student will be able : To understand the operations To evaluate the expression with bitwise operators Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap/Introduction: Recap all previous class operators 20Sub-task-1(Lecture): Explanation of Bitwise operators(Bitwise AND,OR,NOT,XOR)1Chalk & talk30Practice session-1: Ask the students to practice the following problems Void main() { int a=27,b=39; printf(a&b=%d,a&b); printf(a|b=%d,a|b); printf(~a=%d,~a); printf(~b=%d,~b); } Swap two values by using XOR operators By assuming sample values for x and y evaluate (x.y)+(y.z)+(z.x)-(x.y) ^ (y-z)^(z-x) where . denotes bitwise AND + denotes bitwise OR , means subtraction and ^ denotes bitwise XOR.225Sub-task-2(Lecture): Explanation of Bitwise shift operators(left shift,right shift)125Practice session-2: Ask the student to solve the following problems: Void main() { int a=27,b,c; b=a<<2; c=a>>3; printf(b=%d,c=%d,b,c); Ask the student how to double and half the values by using bitwise left shift and right shift operators.5Summary SESSION PLAN: 12 Session Outcome: At the end of this session on SIMPLE-IF STATEMENTS, Students will be able: 1. To use simple conditional statements in real time applications 2. To write C programs using decision making. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap/Introduction: Recap all previous class operators 15Practice session-1: Ask the student to write an algorithm to illustrate the following. Indian Cricket Team went to toss with its opposite team captain. If India wins the toss display India selected to bat otherwise display India selected to Field as the message. 220Sub topic-1(Lecture): Use the above problem to explain the syntax and execution flow of simple if and if-else statements. Discuss running time complexities.1Chalk & talk30Practice session-1: Ask the student to practice the following program (with and without pointers) and also Find time complexity. To check given input character is vowel or consonant. Write a program to find whether the number can be divisible by both 5 and 3 or not. 220Practice session-2: Ask the student to write an algorithm to read input employee ID and his basic pay and then print employee ID, HRA and special allowance. Consider HRA is 20% of basic pay or Rs. 7000/- whichever is less and special allowance is 10% of basic pay whenever basic pay exceeds Rs. 10000/-, otherwise it is 5% of basic pay.5RecapHome Assignment: Write a program to find whether the given year is a leap year or not. Write a program to find given number is even number or odd number.  SESSION PLAN: 13 Session Outcome: At the end of this session on NESTED IF-ELSESTATEMENT, Students will be able: 1. To solve multi decision problems. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction: 15Practice session-1: Ask student to write an algorithm for biggest of 3 numbers.15Sub-Topic-1:(Lecture) Explanation of nested if else with Practice session-1 problem.215Practice session-2: Ask the student to execute the practice session problem1.215Practice session-3: Ask the student to write algorithm for following problems. Raja went to Trendset mall on x vehicle to buy dresses for his family. He parked the vehicle in malls paid parking area and completed shopping. After he returns he has to pay for the parking. Now you have to calculate the parking charges for the vehicle. Enter the type of the vehicle as a character(c for car, b for bike, a for auto).you have to read the hours and minutes when the vehicle enters the parking slot and when it is leaving. Write a C program to Calculate the total parking fees. The Trendset mall has fixed the rates as shown below.(Using nested if else) Vehicle name Rate till 3 hours Rate after 3 hours Truck/Auto 20 30 Car 10 20 Motorcycle/Scooter 5 10 230Ask the student to execute the problem in practice session-3.5SummaryHome Assignment: Write a program to read a C character from keyboard and then find out whether it is a vowel or consonant or digit or whitespace or special symbol. In a square shape play ground 4 food packets are placed at different positions P1, P2, P3 and P4. Two players A and B have started walking straight from different positions so that, to catch at least two food packets. Write an algorithm and flowchart to find is there any chance for them to continue their walking without touching together at any position in their walking path. If yes then give solution for given input positions P1, P2, P3 and P4. Write a program to read an integer and then find out whether it is positive or negative number or zero number. SESSION PLAN: 14 Session Outcome: At the end of this session on ELSE-IF LADDER STATEMENT, Students will be able: To solve multi decision problems. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction:20Practice session-1: Ask the student Write a program (using pointers) to read a positive number and then find out whether it is one digit number or 2-digit number or 3-digit number or 4-digit number or 5-ditgit number or other than these cases number.210Sub topic-1(Lecture): Use above program to make them to understand syntax of else-if ladder statement and its execution flow.1Chalk & talk20Practice session-2: Ask the student to execute practice session-1 program in their laptops.220Practice session-3: Ask the student to execute the following A number is special if it is divisible by 15. A number is big if it is greater than 999. A number is weird if it is divisible by 5 and 6 but not 18. A number is scary if it is big or weird. Declare four variables called special, big, weird and scary and make suitable assignments to these variables as a number is tested . 210Practice session-4: Ask the student to write the algorithm to read an operator and then read its operands and then perform given operator operation on given values.10Explain syntax of switch-case statement and its execution flow.5Summarya program to print the name of a given decimal digit in their laptops. Write a menu driven program to perform a selected task from any one of the following tasks. Given number is even number or odd number Given year is a leap year or not. Given C character is a letter character or digit character or whitespace character or special symbol character. Find the biggest of given 3 numbers. Write a program to read a number from 1 to 12 and then display its corresponding month name. Write a program to read a number between 1 to 7 and then display its corresponding day name. Write a program to input a digit and print it in words? SESSION PLAN: 15 Session Outcome: At the end of this session on WHILE STATEMENT, Students will be able: To write iterative programs. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction:15Practice session-1: Ask students to write an algorithm to print their name N times.215Sub topic-1(Lecture): Explain the syntax of while statement and its execution flow Using Practice session-1. Discuss its Time Complexity.1Chalk & talk20Practice session-2: Ask students to execute Practice session-1 problem.240Practice session-3: Ask students to execute the following programs. How many three digit numbers are there that contains 1 and 7 as its first or last digit.(with and without pointers). Sum of squares of first ten natural numbers is 12+22+32+.+102 =385. Write a program to find the Sum of squares of first twenty natural numbers. 25SummaryHome Work: To find a peculiar two digit number which is three times the sum of its digits. Write a program to print all possible pairs of prime numbers which are having distance 3 or less than 3 between them in a natural number line starting from 1 to given number N. Example: prime pairs with distance <=3 (2,3), (2,5), (3,5), (5,7) (3,7), (5,11) are prime pairs with distance >3 Two students X and Y are playing a small game. Rules in game are: a). X and Y both have to throw an n-face die. Die contains n Positive natural numbers starting from 1 to n without duplicate number. b). If both Numbers, which are thrown by X and Y, are having no common factors except 1 then game win by X else game win by Y. Write a program to read n value and then find the probability to win X and also to win Y. Write a program to find whether the given number is palindrome or not.SESSION PLAN: 16 Session Outcome: At the end of this session on WHILE STATEMENT, Students will be able: 1. To write iterative programs. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction: Just make them to recall previous topic30Practice session-1: Ask the student to write and execute A Program to check whether the given number is perfect number or not.(with and without pointers).230Practice session-2: Ask the student to write algorithm for the following problem The following iterative sequence is defined for the set of positive integers: n!n/2(if nis even) n! 3n+ 1 (if nis odd) Using the rule above and starting with 13, we generate the following sequence: 13 ! 40 ! 20 ! 10 ! 5 ! 16 ! 8 ! 4 ! 2 ! 1 It can be seen that this sequence (starting at 13 and finishing at 1) contains 10 terms. Although it has not been proved yet (Collatz Problem), it is thought that all starting numbers finish at 1.230Practice session-3: Ask the student to execute practice session -2 problem and also find its time complexity. 25SummaryHome work: A survey of the computer market shows that personal computers are sold at varying cost by the vendors. The following is the list of costs(in thousands) quoted by some vendors: 35.00 , 40.50 , 25.00, 31.25, 68.15, 47.00, 26.65, 29.00, 53.45, 62.50. Write a program to determine the average cost and the range of values. SESSION PLAN: 17 Session Outcome: At the end of this session on FOR LOOP STATEMENT, Students will be able: 1. To write iterative programs. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction: Just make them to recall previous topic15Practice session-1: Ask the student to write algorithm to print the series 2,4,8,16,32215Sub topic-1(Lecture): Explanation on syntax of for statement and its execution flow. And also discuss its time complexity.1Chalk & talk30Practice session-1: Student will execute the practice session -1 in their laptops.230Practice session-2: Student will execute the following practicing program. Consider a goods train with 70 bogies. It starts from station X to station Y via 58 stations. In its travel, in every ith station where i is prime, it drops out 2 bogies and proceeds. Find with how many bogies, it will reach station Y.(prime calculation).5SummaryHome Assignment: The angle of elevation of a ladder leaning against a wall is 600 and the foot of the ladder is 5m away from the wall. Write a c program to find the length of a ladder? Hint: mACB=60 and AC/BC= COS60. Ask students to write an algorithm & flow chart and program to produce the following output. A B C D E F G F E D C B A A B C D E F F E D C B A A B C D E E D C B A A B C D D C B A A B C C B A A B B A A A SESSION PLAN: 18 Session Outcome: At the end of this session on for STATEMENT, Students will be able: 1. To write iterative programs. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction:25Practice session-1: Ask students to write program for the following: 2520 is the smallest number that can be divided by each of the numbers from 1 to 10 without any remainder. What is the smallest positive number that is evenly divisible by all of the numbers from 1 to 20?230Practice session-2: Ask students to execute the Practice session-1.235Practice session-3: Ask the student execute the practice problem: Assume four different banks would like to sanction 10,000/-,12,000/-,14,000/-,16,000/- loan amounts @ 9%,10.25%,11.50% interest. Display the interest amounts for the above specified values.5SummaryHome work: Ask students to write an algorithm, flow chart and program to generate all permutation of 1, 2 and 3.SESSION PLAN: 19 Session Outcome: At the end of this session on do-while iteration, Students will be able: To write iterative programs using do-while. Able to distinguish between while & do-while. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction.25Practice session -1: Each new term in the Fibonacci sequence is generated by adding the previous two terms. By starting with 1 and 2, the first 10 terms will be: 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, ... By considering the terms in the Fibonacci sequence up to whose values do not exceed four million, find the sum of the even-valued terms. write program to generate Fibonacci sequence.210Sub topic-1(Lecture): Use problem1 & explain the syntax of Do-while statement and its execution flow. 1Chalk & talk25Practice session-1: Ask students to execute the program-1 .230Practice session-2: Ask Students to write the following program. A number X is said to be seed of number Y if multiplying X by its digit equates to Y. For example, 123 is a seed of 738 coz 123*1*2*3 = 738. Now given a number find all its seed numbers.5SummaryHome Assignment: Write a program to find sum of individual digits of a given positive integer. Write a program to find number of odd days for a given first N years using while statement. Write a program to print the following number sequence N number of times. 1.00, 0.09, 0.08, 0.07, ------- 0.00, -0.01, -0.02, -0.03, ------ -1.00, -0.09,0.08, 0.07, 0.06 --- 1.00 4. start by inputting two numbers(eg. 4 and 9) and display their math tables up to 10 by skipping the display if multiplier and multiplicand are the same. 5X1=5 6X1=6 . . 9X1=9 . . . . . . . . . . . . 5X4=20 6X5=30. . . . 5X6=30 6X7=42. . . . . . . . . . . . . . . . 9X8=72 5X10=50 6X10=60. .9X10=90 Note : better to practice with for, while and do..while constructs. SESSION PLAN: 20 Session Outcome: At the end of this session on ANALYSIS OF ALGORITHMS Students will be able: Understand time complexity Calculate time complexity for simple problems Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction Recap previous class topic30Sub-topic-1 (Lecture): Explanation of Asymptotic notations(Big Oh, Omega, Theta)130Practice Session-1: Find time complexity for the following To print sum of first N natural numbers.2Chalk & talk30Practice Session-2: In a factory weekly wages of workers will be calculated as follows:- First 35hrs are considered as regular hours. Hours exceeding 35hrs are considered as overtime. Develop an algorithm to input workers name, hours worked and rate per hour, and then print name and total wages. Overtime wages is paid @ 2 times the rate. And also estimate its time complexity.25Conclusion SESSION PLAN: 21 Session Outcome: At the end of this session on Functions Basic concepts, Types, Categories of functions students will be able to: Know the benefits of function in computer programming. Apply structured programming concepts in solving problems. Solve computer applications with modular concepts. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction.15Practice session-1: a and b are two integers. calculate value of (a+b)2. Write algorithm.230Sub task-1(Lecture): What is a function, necessity of function, function declaration, definition, function prototype in C. We will ask students to practice the Practice session-1 problem .(using pointers).1,2Chalk & talk 20Practice session-2: Write a function that takes one character as input and prints out that character plus the next 5 characters , separated by tabs. The function takes one char argument, and returns a char. For example, if the value of the argument passed to the function was m, then the function would print : m n o p q r and return r. show separately the function declaration , the function definition and function invocation.125Sub task-2(Lecture): Categories of functions-without argument without return type, With argument without return type, Functions without argument with return type, with argument and with return. Students are asked to do simple problems for the above tasks understanding.1Chalk & talk05Conclusion & SummaryHome Assignment: Write a c program to find the given number is Armstrong number or not, using user defined function. Raising a number n to a power p is same as multiplying n by itself p times. Write a function called power that takes 2 arguments, a double value for n and an int value for p and returns the result as double value. Write main function that gets value from the user to test power function. SESSION PLAN: 22 Session Outcome: At the end of this session on Functions function pointer, call by value & call by reference students will be able to Know the benefits of function in computer programming. Apply structured programming concepts in solving problems. Write functions using call- by value & call- by- reference. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction.10Sub task-1(Lecture): Explain function pointer & pointer to a function.30Practice session-1: Given two numbers a and b, find kth digit from right of a^b. (Flipkart). Ask students to write a C program(using pointers).15Sub task-2(Lecture): Explain call by value & call-by reference.35Practice session-2: Given a number x find the square root of it. If x is not a perfect square, then print the floor value of square root of x. (Amazon, Microsoft, Accolite) Ask students to write a C program (using pointers).1Chalk & talk05Conclusion & SummaryHome assignment: What is the output for the following: #define CUBE(x) (x * x * x) main( ) { printf(%d, CUBE(4+5)); } 4+5*4+5*4+5=4+20+20+5=49 SESSION PLAN : 23 Session Outcome: At the end of this session on Recursive Function Introduction, Examples students will be able to: Think in logical way to solve real-time applications using functions. Solve computer applications with recursive concept. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction.20Practice session-1: given F(0) =1 and F(1) = 1. Then write a function to find F(n). Where F(n) = n * F(n-1). Ask students to print the factorial of a given number?1,230Explain what is recursion & how recursive functions work?1Chalk & talk, visualization 20Practice session-2: given F(0) =1 and F(1) = 1. Then write a function to find F(n). Where F(n) = F(n-1) + F(n-2). Ask students to generate a Fibonacci series.220Ask the students to execute Practice session-1.205Conclusion & SummaryHome Assignment: 1) Write a program to perform GCD of two numbers and exponents of y using recursive function.  SESSION PLAN : 24 Session Outcome: At the end of this session on Recursive Function Introduction, Examples students will be able to: Think in logical way to solve real-time applications using functions. Solve computer applications with recursive concept. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction.30Practice Session -1: Write a program to convert the given decimal number into equivalent binary number using recursion.220Ask student to execute Practice Session -1 problem.40Practice Session -2: Write a recursive function that displays a positive integer in words. Ex: if the integer is 465 then it is displayed as: FOUR SIX FIVE.205Conclusion & SummaryHome Assignment: Implement the towers of HANOI problem using the above concept. . SESSION PLAN: 25 Session Outcome: At the end of this session on Storage Classes Introduction, Types, Examples students will be able to: Solve computer applications using structured programming. Think in logical way to solve real-time applications using storage classes. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction.15Practice session-1: IDENTIFY output of the following: Void stat(void); main() { int i; for(i=1;id"3;i++) stat(); } void stat() { static int x= 10; x=x+1; printf ( %d ,x); }30Sub topic-1(Lecture): Explanation of different types of storage classes (auto, register, static, extern) with programs. 1. Program to perform addition of two numbers using auto keyword 2. Program to perform addition of two numbers using registers keyword1Chalk and talk20Practice session-2: We will ask students to write programs 1. To print the series of integer numbers up to n using static keyword. 2. Program to read and display the values using extern keyword. 3. What is the output of the following programs: void main() { static int a=6; printf(\na=%d,a--); if(a!=0) main(); }210Sub topic-2(Lecture): Explanation of Local and global variables, #define and some of the macros with examples1Chalk and talk05Conclusion & SummaryHome Assignment: What is the output of the following: (a). void main() { fun1(); fun1(); } void fun1() { auto int x=0; register int y=0; static int z=0; x++; y++; z++; printf(\n%d%d%d,x,y,z); } (b) int a=10; void main() { int a=20; { int a=30; printf(%d\n,a); } printf(%d,a); } . SESSION PLAN : 26 Session Outcome: At the end of this session on Arrays 1 Dimensional students will be able to Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction.15Practice session-1: Consider a closed circuit containing ten resistors connected in series with resistances 10,12,13,22,34,44,45,5,55,7 respectively. Find the total resistance of the circuit.20Sub task-1(Lecture): Explain one-dimensional arrays .Chalk & talk, visualization 30Practice session-2: Ask students to Write a C program for Practice session-1 problem.25Practice session-3: Write a program to process a collection of daily high temperatures. Your program should count and print the number of hot days (high temperature 85 or higher), the number of pleasant days (high temperature 6084), and the number of cold days (high temperatures less than 60). It should also display the category of each temperature. Test your program on the following data: 55 62 68 74 59 45 41 58 60 67 65 78 82 88 91 92 90 93 87 80 78 79 72 68 61 59 05Conclusion & Summary.Home Assignment: SESSION PLAN : 27 Session Outcome: At the end of this session on Arrays pointer to an array & array of pointers students will be able to Write programs that uses list data and refer the data by means of addresses. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology5Recap / Introduction.20Sub task-1(Lecture): Explain array of pointers & pointer to an array.130Practice session-1: Ask students to Write a C program for the following using pointers: Given an integer array, for each element in the array check whether there exist a smallerelement on thenextimmediate position of the array. If it exist print the smaller element.If there is no smaller element on the immediate next to the elementthen print -1. Example Input: 4 2 1 5 3 Output: 2 1 -1 3 -1 (Amazon).2Chalk & talk, visualization 20Practice session-2: Ask students to write a program (using pointers) that calculates the average of n numbers & then compute the deviation of each number about the range.220Practice session-3: What will be the output for the following problems: void main() { int a[]={1,2,5,6,9,10}; int *b=&a[4]; printf(%d\n, b[-3]); } void main() { int a[]={1,2,9,8,6,3,5,7,8,9} int *p=a+1; int *q=a+6; printf(%d\n, q-p); } 05Conclusion & SummaryHome Assignment:. SESSION PLAN : 28 Session Outcome: At the end of this session on 2 Dimensional arrays students will be able to: Write programs with 2D arrays Implement programs with huge data and Passing arrays to functions. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology05Recap / Introduction.10Practice session -1: A and B are two mxn matrices. Find the third matrix C= A+B. write algorithm for matrix addition.215Practice session -2: Ask the student to write program for problem1.210Explanation of 2D Array and its syntax.1Chalk & talk10Practice session -3: In a small company there are 5 salesmen. Each sales man is supposed to sell three products. Draw flow chart & algorithm to print The total sales by each salesman. Total sales of each item.45Practice session -4: Ask the students to write & execute a c program for Practice session -3 problem205Conclusion and summary.2Home Assignment: Given 2 matrices A, B of order m x n. The basic operations on matrices are Addition, Subtraction, transpose and multiplication. Write C programs for the following: Matrix Multiplication Transpose of matrix. Magic square problem. (sum of row, Column and diagonals = 15) Write a program to calculate grades of 4 students from 3 test scores. Let A(nxn) that are not diagonal array. Write a program to find the sum of all the elements which lie on either diagonal. For example for the matrix shown below, your program should output 68=(1+6+11+16+4+7+10+13): 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16  SESSION PLAN : 29 Session Outcome: At the end of this session on : Searching Linear search students will be able to: Understand, how to search an element using linear search? Think, how to search an element with less time using an array? Time in MinutesTopicBTLTeaching Learning Method05Recap / Introduction: 10Practice session -1: There are 10 water bottles in a tray, out of 10 bottles; one bottle is getting leaked from the bottom. Now you have to find out which bottle is getting leaked. Provide the solution for the problem statement. 215Practice session -2: Ask students to Write algorithm for Practice session -1. 215Explain about linear search & its drawbacks.1Chalk & talk30Practice session -3: Ask student to write program for linear search & execute220Practice session 4: Ask students to modify the above program to print the location of leaky bottle in Practice session -1problem. 25Conclusion and summary.2 Home Assignment: Ask students to write a program to find the average of given N positive integers and then find out the number of elements exist less than the average and greater than the average. Ask students to execute the program. In a school, A statistics of weights average of the students are given. 35Kg,42Kg,72Kg,63Kg,25Kg,55Kg. Logically provide a solution for finding the smallest and biggest among the given average weights. A non-empty zero-indexed array A consisting of N integers is given. the consecutive elements of array A represent consecutive cars on a road. Array A contains only 0s and/or 1s: 0 represents a car traveling east, 1 represents a car traveling west. The goal is to count passing cars. We say that a pair of cars (P, Q), where 0 d" P < Q < N, is passing when P is traveling to the east and Q is traveling to the west. Session PLAN : 30 Session Outcome: At the end of this session on : Searching Binary search students will be able to: search an element using Binary search? search an element with less time using an array? Solve problems using divide and conquer strategy. Time in MinutesTopicBTLTeaching Learning Method05Recap / Introduction.15Practice session -1: In a text book of 520 pages, you need to find a diagram whether it is on 470th page. What is the simplification for the above search? Give a solution for the problem statement. Note: 1) You are not supposed to compare each and every page. 2) Every time find out the middle page((low+high)/2) and compare only with that page. 3.1) If it is found print as found and Stop. 3.2) Otherwise 3.2.1) if the page to be found is less than middle page then Set high=mid-1 & Repeat steps 2 to 3. 3.2.2) if the page to be found is greater than middle page set low=mid+1 Repeat steps 2 to 3. Until it is found. 215Practice session -2: Ask students to Write pseudo code/ algorithm for Practice session -1. 215Explain binary search.1Chalk & talk25A Practice session -3: Ask students to execute the program for binary search problem.220Analyze the performance of binary search.5Conclusion and summary.2Home Assignment: There are 10 students sitting in a row, in which the professor wants to select a student with roll no 420 from one end to other end. Give me a solution for the given problem statement. (The roll nos are 400,320,480,390,200,850,460,420,600).  SESSION PLAN : 31 Session Outcome: At the end of this session on Sorting - Bubble sort with examples students will be able to: Sort non-numeric data using bubble sort. Solve computer applications with modular concepts for sorting. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology05Recap / Introduction10Practice session -1: Design an algorithm to accept the age of 20 students of a class. Rearrange the data in ascending order(smallest value to largest value). Display the age of the youngest and eldest student in the class.220Practice session -2: Ask students to write an algorithm and C function for above Practice session -1 problem.220Explain about bubble sort.1Chalk & talk and visualization40Practice session -3: Ask the students to execute the bubble sort.25Conclusion and SummaryHome Assignment: There are 10 cool drink bottles of different capacity. They are 200ML, 100ML, 180ML, 300ML, 500ML, 90ML, 360ML, 270ML, 1000ML, 750ML. Arrange the bottles in Ascending order / Descending order of their capacity. An array contains the elements shown below. The first two elements have been sorted using a bubble sort. What would be the value of the elements in the array after four more passes of the bubble sort algorithm? 7, 8, 26, 44, 13, 23, 57, 98 In a statistics among 15 students of their weight (e.g. 62Kg, 57Kg, ) in physical department at an University is collected. Write a program for sorting the weights in descending order and print the second biggest weight. Write a program to sort an array of following elements and print the count of the same elements in the order. The given elements are Input: 2,5,4,1,3,5,2,5,1 Output: 1 is repeated for 2 Times 2 is repeated for 2 Times 3 is repeated for 1 Time 4 is repeated for 1 Time 5 is repeated for 3 Times SESSION PLAN : 32 Session Outcome: At the end of this session on operations on Strings students will be able to: Write programs using non-numeric data. Time in MinutesTopicBlooms Taxonomy Level-1Teaching Methodology05Recap / Introduction: Recalling previous topic. 10Practice session -1: In HYPERLINK "https://en.wikipedia.org/wiki/Cryptography" \o "Cryptography"cryptography, a Caesar cipher, also known as Caesar's cipher, is one of the simplest and most widely known HYPERLINK "https://en.wikipedia.org/wiki/Encryption" \o "Encryption"encryption techniques. It is a type of HYPERLINK "https://en.wikipedia.org/wiki/Substitution_cipher" \o "Substitution cipher"substitution cipher in which each letter in the HYPERLINK "https://en.wikipedia.org/wiki/Plaintext" \o "Plaintext"plaintext is replaced by a letter some fixed number of positions above the HYPERLINK "https://en.wikipedia.org/wiki/Alphabet" \o "Alphabet"alphabet. For example, with a right shift of 3, D would be replaced by G, E would become H, and so on. The method is named after HYPERLINK "https://en.wikipedia.org/wiki/Julius_Caesar" \o "Julius Caesar"Julius Caesar, who used it in his private correspondence .Ask the students to write an algorithm for the problem statement. Ex: input: Hai Output: Kdl115Sub Topic (lecture): explain string manipulation 1 Chalk & talk25Ask students to write program for problem- 115Practice session - 2: Students will write a Program to count number of vowels, consonants, words, digits and symbols in a line of text.215Sub topic(lecture): Explanation about string functions with the program to calculate length, string reverse, strcpy, strcat, strcmpi(), strcmp() of the given string.115Practice session - 3: Students will practice the execution of the program to calculate length of the string by using the string function strlen(), strrev(), strcpy(), strncpy(), strcat(), strcmpi(), strcmp()205Conclusion and summary.Home Assignment: Develop a program to find RED color pebble form the given pebbles of different colors. For the given paragraph, write a program to count how many times the string the present in it. [Vijayawada is a beautiful city on the bank of the HYPERLINK "https://en.wikipedia.org/wiki/Krishna_River" \o "Krishna River"Krishna River, in the HYPERLINK "https://en.wikipedia.org/wiki/India" \o "India"Indian HYPERLINK "https://en.wikipedia.org/wiki/States_and_territories_of_India" \o "States and territories of India"state of HYPERLINK "https://en.wikipedia.org/wiki/Andhra_Pradesh" \o "Andhra Pradesh"Andhra Pradesh ] Write a program to reverse a string. Every rainbow has seven colors beginning with red and ending with violet or purple. To remember the order of these colors, people use the acronym VIBGYOR which stands for Red Orange Yellow Green Blue Indigo and Violet. Your task is to sort the colours of rainbow VIBGYOR in alphabetical order. [ Output: 1) Blue, 2) Green 3) Indigo, 4) Orange, 5) Red, 6) Violet and 7) Yellow. ]. SESSION PLAN : 33 Session Outcome: At the end of this session on operations on strings and pointer to a string students will be able to: At the end of this session, Students will be able to: Write programs on non-numeric data. Solve real world practical problems. Time in MinutesTopicBlooms Taxonomy LevelTeaching Methodology05Recap/Introduction10Sub topic(lecture): Explain pointer to a string using the following: void strcpy1(char *dst, char *src); void main() { char *src = Hello World; char dst[100]; strcpy1(src,dst); printf(%s,dst); } void strcpy1(char *dst, char *src) { while(*src){ *dst++=*src++;} *dst=\0; } 1 Chalk & talk20Practice session -1: Write a c program for the following: Given two strings s1 &s2, remove those characters from first string which are present in second string. Both the strings are different and contain only lowercase characters. (Amazon) 215Ask students to write algorithm for Practice session -1.20Ask students to write program for Practice session -1.10Practice session -2: To perform pattern matching. Example: Harish saw me in cinema hall - pattern to search is hall. Ask students to write algorithm.115Ask students to write program for Practice session -2.205Conclusion and Summary.Home Assignment: Write a program to read all lines of text from the keyboard and display the following information Number of words Number of characters. Design a function locate() that takes 2 character arrays s1 and s2 and one integer value m as parameters and insert the string s2 into s1 immediately after the index m. Ex: S1= I enjoy eating while watching Sharukh Khan movie. M=15 S2= Popcorn Hint: s2 may be a missing word in s1 that represents a line of text SESSION PLAN : 34 Session Outcome: At the end of this class on Introduction to structures students will be able to: Implement user defined data type structure Apply the concepts of structure variables to store records. Time(min)TopicBTLTeaching Learning Method5Recap 10Practice session -1: Study the information displayed on your ID card and analyze their types of data values. Now discuss how to store the above information into a record format.10Practice session -2: Analyze and evaluate about the storage details of account holders of specified Bank branch, Vijayawada.220Sub-topic Lecture: Explanation about user defined data type structure.1Chalk and talk15Ask students to write C program for problem120Ask student to execute the problem2.15Practice session -3: Student asked to execute the following program. The XYZ company manufactures various auto mobile spare parts suitable for 2,3 and wheelers. To do this the company stores details of the products as sno, description, pcode and price. The product code is represented as alpha numeric code of four in length .The first two characters represents 2W,3W and 4W followed by a number to represent year of manufacture .Now write a program the details of the product manufacture for three wheelers during 2015.205Conclusion and summaryHome Assignment: Define a structure CRICKET whose fields are name of the player, number of innings played, total runs scored and getting average. Using CRICKET declare an array x with 50 elements and write a program to read the name, number of innings and total runs scored by each of the 50 players, and find the batting average. Display all the 50 players details sorted by batting average in tabular from. Define a structure DATE with the fields: day, month and year. Write a program that will increment the date by one day and return the new date. If the date is the last day in the month, the month field must be incremented by one. If the month is December, the value of the year field must be changed when the day is 31. Also check for the leap year. Define a structure COMPLEX whose fields are real and imaginary parts of a complex number. Write a program to find sum of two complex numbers. SESSION PLAN : 35 Session Outcome: At the end of this class on Pointer to structures & unions students will be able to: Implement user defined data type structure Apply the concepts of structure variables to store records. Time in MinutesTopicBTLTeaching Methodology10 Explain DMA (maaloc, calloc and free)10Sub topic-1(lecture): Explain structure pointer.30Practice session -1: Declare a type-defined structure for an inventory item consisting of 6 fields: part number, part description (DMA string),reorder point(integer),number of items currently on hand(integer),unit measure, unit price. Display the student details using pointers.20Practice session -2: Define a structure with the following address fields: street, block, area, country. Write a program to conduct search for an address based on any of these fields.(using structure pointers).15Sub topic-2(lecture): Explain the concept of unions and difference between structure and unions10Practice session -3: Find the output of the following: unionstudent { int mark; char name[10]; float average; }s; struct student { int mark; char name[10]; float average; }s1; int main() { printf("%d\n", sizeof(s)); printf(%d,sizeof(s1)); } 5Summary. SESSION PLAN : 36 Session Outcome: At the end of this class hour on Implementation of stacks using arrays my students will be able to: Implement a LIFO Data Structure STACK. Time(min)TopicBTLTeaching Learning Method10Recap typedef and structures10Practice session -1: Assume you are given a CD spindle, to store 20 movie CDs. Write an algorithm to pick out 14th CD from the spindle. Points to consider: At a time only one CD can be inserted or deleted from the spindle from its top end. Should not store more than 20 CDs No CD can be removed from an empty spindle220Ask students to write algorithm for the Practice session -1.20Ask students to write C functions for Practice session -1.20Sub- topic-1 (Lecture): Explanation about stack DS15Practice session -2: Ask students to solve the following problems: A Stack s stores int values. Show what s will look like after each of the following instructions is executed. s.push(5); s.push(1); s.push(4); s.push(3); s.pop( ); s.push(2); s.pop( ); s.pop( ); s.push(8); s.push(7); s.pop( ); s.push(3); 2. What is the output of the following code? int values[10]= {1, 3, 5, 7, 9, 11, 13, 15, 17, 19 }; int n=0; for ( i = 0; i<10; i++) s.push( values[ i ] ); for (int i =30; i<34; i++) { n += s.pop( ); } Printf(%d,n); 205Conclusion and summaryHome Assignment: Write a c program that resembles the Redo and Undo operations of a word Processor. Steps to follow: Take two strings and read thru keyboard. Design a menu with 1)Redo and 2)Undo as options. By selecting option 1 the second string is stored into stack. By selecting option 2 the string stored in the top position of the stack is to removed. Program to count number of values in stack? What is the output of the following code?(2M) int a[]= {1, 3, 5, 7, 9, 11, 13, 15, 17, 19 }; int num=0; for (int i = 0; i < 10; i++) s.push( values[ i ] ); for (int i =0; i < 4; i++) { num += s.pop( ); } printf(num=%d,num);  Session PLAN : 37 Session Outcome: At the end of this session Implementation of stacks using arrays , Students will be able to: 1. Implement stacks using arrays Time(min)TopicBTLTeaching Learning Method5Recap35Practice session -1: Ask students to Write & execute a C program to implement Stacks using arrays.30Practice session -2: Ask student to practice the following Program to read a five digit number and display the digits of the given number as units, tens, hundreds etc. For example 7291 should be displayed as 1927.225Practice session -3: Ask students to execute the following Program to read an integer number and display its binary equivalent using stacks.205Conclusion and SummaryHome Assignment: A single array A[1..MAXSIZE] is used to implement two stacks. The two stacks grow from opposite ends of the array. Variables top1 and top2 (topl< top 2) point to the location of the topmost element in each of the stacks. If the space is to be used efficiently, the condition for stack full is? . Write a function to check whether the contents of two stacks are identical or not. Session PLAN:38 Session Outcome: At the end of this session Implementation of queues using arrays Students will be able to: Implement Queues using arrays Time(min)TopicBTLTeaching Learning Method5Recap15Practice session -1: Assume the luggage scan system adopted by the airport where the baggage unloaded from the aero plane where passed on to a conveyor belt sequentially from one end into the scanning chamber. Here the luggage was scanned for any vulnerable items and latter passed luggage was sent out from the security chamber to the passenger from its other end. Considering the following points Only one baggage can be dropped on to the conveyor belt Only one baggage comes out of security chamber An alert has to be displayed if the conveyor belt contains more than 35 baggage units220Practice session -2: Ask students to write an algorithm and C functions for Practice session -1.210Sub topic 1(Lecture): Explanation on queues DS.Chalk and talk15Practice session -3: Ask students to solve the following problems: 1.Suppose that Q is an initially empty array based queue of size 5. Show the values of the data members front and back after each statement has been executed. char Q[5];front = _____ rear = _____ enqueue ( A );front = _____ rear = _____ enqueue ( B );front = _____ rear = _____ enqueue ( C ); front = _____ rear = _____ char c = dequeue( );front = _____ rear = _____ enqueue ( A );front = _____ rear = _____ 2. Given an empty queue Q, what does it look like after the following operations? enqueue(5) enqueue(2) dequeue() enqueue(3) dequeue()25Practice session -4: Ask students to Write a C program to implement queues using arrays.05Conclusion and SummaryHome Assignment: Given a 5 element stack S (from top to bottom: 2, 4, 6, 8, 10), and an empty queue Q, remove the elements one-by-one from S and insert them into Q, then remove them one-by-one from Q and re-insert them into S. S now looks like (from top to bottom) What would be the contents of queue Q after the following code is executed and the following data are entered : 5,7,12,4,0,4,6,8,67,34,23,5,0,44,33,22,6,0. step 1: loop(end of data) 1.1: read number 1.2: if ( number not 0) 1.2.1: enqueue(Q,number) 1.3: else 1.3.1 x=dequeue(Q); 1.3.2 enqueue(Q , x) step2: end loop Write a program that compresses a string by deleting all space characters in the string. One way to do so is to use a queue of characters. Insert nonspace characters from the string into the queue. When you reach the end of the string , dequeue the charactes from the queue and place them back into the string.  Session Plan: 39 Session Outcome: At the end of this session SLL node structure definition Students will be able to: Implement operations on SLL. Time(min)TopicBTLTeaching Learning Method5 Recap10Practice session -1: An event Treasure Hunt is organized for the students of KL university. In this event initially every participant will be provided with some information to reach to the next location . Once the participant reaches the next location ,he will score some points and the subsequent address to reach to the next destination. Each participant has to find next scoring place .One who finds the secretly kept treasure using those clues were declared as winner. you are asked to create the chain of locations and display them220Practice session -2: Ask students to write algorithm for problem1.10Sub topic -1 (Lecture): Explanation of dynamic memory allocation and self referential structures1Chalk and talk 20Practice session -3: Ask students to implement problem1.210Explanation of Single Linked List20Practice session -4: Ask students to execute problem1.05Conclusion Home Assignment: Write structure definition for SLL node. We plan to store Employee details using linked list. Therefore, write the structure definition for employee node.Discussion Questions: What is the need of single linked list. What is self referential structure? If we don't use the structure variable as pointer, what is the problem. Session plan: 40 Session outcome: At the end of this session Implementing operations on SLL Students will be able to: Implement linear data structure single linked list. Time(min)TopicBTLTeaching Learning Method5 Recap15Sub topic -1 (Lecture): Explain insert operation of SLL1Chalk and talk20Practice session -1: Ask students to write function for inserting a node into a SLL.220Sub topic -2 (Lecture): Explain deletion and display operations of SLL35Practice session -2: Ask students to write functions for deletion and display operations of SLL.05SummaryHome assignment: Write a complete program to create a singly linked list. And also Write function to Count the number of nodes. SESSION PLAN: 41 Session Outcome: At the end of this session on INTRODUCTION TO TREES , Students will be able: Understand non-linear data structures To differentiate b/w linear and non-linear data structures. Time in MinutesTopicBTLTeaching Methodology5Recap/Introduction:20Sub topic -1 (Lecture): Explanation on trees and their nomenclature.15Practice session -1: Ask students to Find the length , depth, leaves, height, degree of the given tree.20Sub topic -2 (Lecture): Explain binary tree ,types of binary trees and their tree traversals.20Practice session -1: Ask to students To draw all possible binary trees with 3 nodes. To draw a binary tree for the following values and determine in order, preorder and post order for the constructed binary tree. 20,12,3,14,5,16,78,6,33,56,79.5Conclusion  Evaluation Plan: Evaluation ComponentWeightage/MarksDateDuration (Hours)CO 1CO 2CO3CO4CO5COINumber123121212BTL212221222Test 1Weightage (5%)90min212Max Marks (30)12612Test 2Weightage (5%)90min23Max Marks (30)1218Test 3Weightage (5%)90min23Max Marks (30)1218Test 4Weightage (5 %)90min23Max Marks (30)1218LTCClass room assignment : problem solvingWeightage (6%)-0..50.50.50.75 0.750.750.750.750.75Max Marks (75)Home AssignmentWeightage (4%)-0.250.250.50.50.50.50.50.50.5Max Marks (75)SE Surprise Test/QuizWeightage (5%)30min 0.5 0.50.50.50.50.51.00.50.5Max Marks (50)AttendanceWeightage (5%)Lab Continuous EvaluationWeightage (5%)--Daily viva-voice (3%)+Review1(1%)+Review2(1%)5Max Marks (50)5050Lab ExamWeightage (7%)100minWriteup(3%)+Execution(2%)+Viva(2%)7Max Marks (50 )5050SE Lab ExamWeightage (5%)100minWriteup(2%)+Execution(1%)+Viva(2%)5Max Marks (50)5050SE ProjectWeightage (5%)Report(1%)+Presentation(2%)+Viva(2%)5Max Marks (50)5050Semester End ExamWeightage (40%) 180min10101010Max Marks(50) 424464646Question Number1(a)1(b)1( c)3(a)3(b)5(a)5(b)7(a)7(b)2(a)2(b)2(c )4(a)4(b)6(a)6(b)8(a)8(b) Course Team members, Chamber Consultation Hours and Chamber Venue details: S.No.Name of FacultyChamber Consultation Day(s)Chamber Consultation Timings for each dayChamber Consultation Room No:Signature of Course facultyS.No.Name of FacultyChamber Consultation Day(s)Chamber Consultation Timings for each dayChamber Consultation Room No:Signature of Course faculty 1Dr. D. HarithaAll working days2.00PM-3.00PMF21012SaibabaAll working days2.00PM-3.00PMF2062P.V.Vara Prasad All working days2.00PM-3.20 PMF20613T. VamsidharAll working days2.00PM-3.20 PMF2063 P Venkateswara Rao All working days2.00PM-3.20 PMF20614V.Prema LathaAll working days2.00PM-3.20 PMF2064 E. Sridevi, All working days2.00PM-3.20 PMF20615 Pradeep RajAll working days2.00PM-3.20 PMF2065 T. Rajesh Kumar All working days2.00PM-3.20 PMF20616N. SreeramAll working days2.00PM-3.20 PMF2066L. 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Siva Kumar All working days2.00PM-3.20 PMF20618L. Jagjeevan RaoAll working days2.00PM-3.20 PMF2068K. S. Krishna Rao.All working days2.00PM-3.20 PMF20619T. Vijaya SaradhiAll working days2.00PM-3.20 PMF2069Zelan BashaAll working days2.00PM-3.20 PMF20620 Sk. 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T,UU@c{@,6Lusing C Language and associated Data Structures to pro, ,',#(,',(')(,,( ,#)),3((&,#,) ,,,TsUU@c{@<Lvide the student details about algorithms used in typically %,),) ,,),,)( (,,,(',,B ,!),,&,#(% T,+tUU@c{@,zgLfamiliar problems, and a few details about the essential ingredients of the programming language C and (B(,,,,)C ,(,,,(,*;,,)( ,(,,,,,)-)! ),(,,'),), ,,,,),,,'(BB,'-(,',(')-,,(,, % % % T,UU@c{@,Lfundamental Data Structures.,,,(B),(3((&,#,) % % % TTGUU@c{@LP 2 TT,]yUU@c{@,dLP 2 % % % T,zUU@c{@,LlCourse Rationale,--!*,/)--)*TTzUU@c{@LP:TTzUU@c{@LP ,% % % T\z UU@c{@-LThe course takes an imperative view of proble(,),#,, ),(&* ,(,,B,)(&),%*;,,,,,,*T0 zuUU@c{@ &Lm solving through programming using C B, ,%,',,,,',,,,'(BB,',- ,',- T,sSUU@c{@,>vL8programming language.. This necessitates data abstraction, basics of data structures, and an introduction to the ,,'(BB,'(,',(')(, ,)#* (* ,(((, (#+,,(&" WMFC 8X8 # ,,(( ,#,) (,,',,+,,#,,+,( T,dUU@c{@,dLGNU/Linux operating system and programming the medium level language C. Student is professionally465 #,,$,,)(,( ' *B(,,,,'(BB,'-)B),-B)&)(,',('*,&,,), ,-* ,,(&TTdUU@c{@LP TduUU@c{@ Ldtrained in (-),, T,3=UU@c{@,(L|algorithms, flowcharts (',,B ,<#,( TX4[=UU@c{@4(LP, Th\t=UU@c{@\(ZLanalysis of a problem and translating the same into a C program. The students are made to (,(&  -(,,,*B(,,(, (,',) )B),,(,,,'(B(,) ,,), ()B(,*- T,NuUU@c{@,oL,write C programs on their own for sets of both mathematical and other engineering problems after exposing them ;),,,')B ,,,*,<,,!) -,,,B(,*B($((,,,,)),',*),',,-)C ()*$,, ,',*C T,'UU@c{@,Lpto the different c,#,)#,)),$#Ttu'UU@c{@\Lonstructs of C language namely Input/output, assignments, iteration and control structures. ,, ,#!#-#,$(,',(')#,(C)&#,,, ,,,,#( ',C), #)(,-#(,,##,,,# ,#,*  Tt,8 UU@c{@,\LFinally the student is acquainted with basic data structures like stacks, queues, lists etc.&,(&,) ,,), (#,,(,),;,,( #,(( ,#,* &) (#& ,,),*   )#TT 8 UU@c{@ LP 1 % % % TT,]UU@c{@,LP 2 T,"UU@c{@,qLlCourse Outcomes ,--!*8-#-D*!T`"UU@c{@qLT(CO,8Td "uUU@c{@ qLT): TTv"UU@c{@vqLP 2!X T`,UU@c{@,LXTCO ,8 T`,VUU@c{@,ALXTNo:7-TTVUU@c{@ALXP )" !X % % %  TX}UU@c{@LXPCO,8TT~UU@c{@~LXP )" !X % % %  TXDUU@c{@LXPSO'9TTEmUU@c{@ELXP )" !X % % %  T``UU@c{@LXTBTL/)#TTaUU@c{@aLXP )" '% Ld!??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld !??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld!??%  % LdW!??%  % LdW!??% &" WMFC 888 % LdW!??%  % LdW!??%  % LdW!??% !\ % % %  TT,\UUU@c{@,L\P1*TTV\~UU@c{@VL\P )" !\% % %   T\UU@c{@L\Illustrate how problems ar, (),,;,,,*B (TD\z UU@c{@)L\e solved using computers and programming.)!,%),, ,'#-B,,) (,,,,'(BB,'TT{ \ UU@c{@{ L\P )" !\ % % %  T`\JUU@c{@L\Ta,e()TTK\sUU@c{@KL\P )" !\ % % %  TT\UU@c{@L\P2*TT\8UU@c{@L\P )" % LdX[X!??%  % LdX[X!??%  % LdX[X!??%  % LdX[X !??%  % LdX[X!??%  % LdX[X!??%  % LdX[X!??%  % LdX[X!??%  % LdX[X!??%  % Ld\\u!??%  % Ld\\u!??%  % Ld\\u!??%  % Ld\\u!??%  % Ld\\u!??% !J % % %  TT,U9UU@c{@,$LJP2*TTV~9UU@c{@V$LJP )" !J % % %  Tla9UU@c{@$0LJIllustrate and use Control Flow Statements in C., ()(,,, ),,,,&-;&(*B), ,,TTb9UU@c{@b$LJP )" !J % % %  Td_9UU@c{@$LJTa,e,()TT`9UU@c{@`$LJP )" !J % % %  TT9UU@c{@$LJP2*TT89UU@c{@$LJP )" % Ld!??%  % Ld!??%  % Ld!??%  % Ld !??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld!??%  % LdIu!??%  % LdIu!??%  % LdIu!??%  % LdIu!??%  % LdIu!??% !N % % %  TT,NUUU@c{@,LNP3*TTVN~UU@c{@VLNP )" !N % % %  TTN,UU@c{@&" WMFC 88LNP Tt-N UU@c{@-\LNInterpret & Illustrate user defined C functions and different operations on list of data. ,),)9, (), )-),),,,,#,, (,,,)),,,)(,, ,, ,,((TT N UU@c{@ LNP )" !N % % %  T`NJUU@c{@LNTa,e()TTKNsUU@c{@KLNP )" !N % % %  TTNUU@c{@LNP2*TTN8UU@c{@LNP )" % LdJMJ!??%  % LdJMJ!??%  % LdJMJ!??%  % LdJMJ !??%  % LdJMJ!??%  % LdJMJ!??%  % LdJMJ!??%  % LdJMJ!??%  % LdJMJ!??%  % LdNNu!??%  % LdNNu!??%  % LdNNu!??%  % LdNNu!??%  % LdNNu!??% !< % % %  TT,U+UU@c{@,L<P4*TTV~+UU@c{@VL<P )" !< % % %  TT,+UU@c{@L<P TH-/+UU@c{@-*L<Implement Linear Data Structures and compaB,)C),#,)(3((&,#,) (,,#,B,(T|0R +UU@c{@0L<\re them.),*BTTS { +UU@c{@S L<P )" !< % % %  TT+UU@c{@L<PB-TT:+UU@c{@L<P )" !< % % %  TT+UU@c{@L<P2*TT8+UU@c{@L<P )" % Ld!??%  % Ld!??%  % Ld!??%  % Ld !??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld;u!??%  % Ld;u!??%  % Ld;u!??%  % Ld;u!??%  % Ld;u!??% !@ % % %  TT,@UUU@c{@,L@P5*TTV@~UU@c{@VL@P )" !@ % % %  T@ UU@c{@HL@Apply the knowledge obtained by the course to solve real world problems.0,,&,)&,,;),'),,(,*,,&,)#,, ), ,%))(;,,,,,)C TT @ UU@c{@ L@P )2 &ZWMFC88" !@ % % %  Tl@UU@c{@L@Xa,b,e(,)TT@UU@c{@L@P )" !@ % % %  TT@UU@c{@L@P2*TT@8UU@c{@L@P )" % Ld<?<!??%  % Ld<?<!??%  % Ld<?<!??%  % Ld<?< !??%  % Ld<?<!??%  % Ld<?<!??%  % Ld<?<!??%  % Ld<?<!??%  % Ld<?<!??%  % Ld@@v!??%  % Ld!??%  % Ld!??%  % Ld!??%  % Ld@@v!??%  % Ld!??%  % Ld !??%  % Ld@@v!??%  % Ld!??%  % Ld!??%  % Ld@@v!??%  % Ld!??%  % Ld!??%  % Ld@@v!??%  % Ld!??%  % Ld!??%  % % %  TT,]UU@c{@, LP 2% % ( 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  .@"Calibri---  2 (0 2 3K L 2 3  University 2 3P  2 >Department of   2 > 22 >Basic Engineering Sciences 2 > 2 HCourse .2 HHandout. 2 H  2 Hford2 H 2 H!Ist  2 H/ 2 H2Year u 2 HI 2 HLB.Tech .2 HnPROGRAM   2 H @"Calibri------@"Calibri------2 SA.Y.2016 2 S-2 S172 S*,  2 S01---2 O5st--- 2 S;  2 S=  2 S@ 2 SBSemester --- 2 Sn --- 2 ^)  2 j) ---2 w)Course 2 wI 2 wLName  2 wg  2 wj 2 wz   2 w  2 w ) 2 w 2 w: &2 wProblem Solving &   2 w,C2 w2omputerr  2 w[ 2 w^ Programming  --- 2 w ---2 ) Course Code 2 c  2 z ( 2  ) 2  2 :  2 1 2 72 CS1101 r 2   2  ) 2 E ( 2 mL 2 r- 2 vT 2 {- 2 P 2  2  structure 2  2  ( 2  ) 2  2 : 2 2 4 1 2 +  2 .2 2 3  2 )Course Credits 2 l  2 z ( 2  ) 2 :2 05 2  &2 )Course Coordinator 2   2   2  ) 2   2 : 2   2   2 Dr. D. Haritha 2   2 ) &2 )Course Instructors2 ~  2  4"2   2   2 : 2   2   2  (2 1. P.V.Vara Prasad 2 . ,2 E11. P Venkateswara Rao 2  2  4 2  2  2 2. T. r2 Vamsidhar  2 ! $+2 E12. T. Vijaya Saradhio 2  2  2 3. E. Sridevi 2   2   2  ))2 E13. L. Jagjeevan Rao 2  2  2 4. #2 T. Rajesh Kumar   2 1 2 E14. 2 V R. Srikanth 2  2  &2 5. L.Sridhar Rao  2 $ ! 2 E15. N. Sreeram 2  2  2 6. 2 P. Siva Kumar  2 ! $"2 E16. Pradeep Raj 2  2  &2 7. G. Rama Krishna  2 . 2 E17 2 P. 2 S 2 V V.Prema Latha  2  2  2 8. Ze. 2 e2 lan Basha 2  '2 E 18. Saibaba 2 { 2  2 9. 2  Sk. Razia 2    2  )2 E 19. Dorababu 2  2   2  2 10. 2  Uday Kumar 2    2 ( 2 E20.  2 VN 2 ]VS Pavan Kumar  2  @"Calibri------2   2  2  21. D. Anand 2  2  )2 E22. ---2 V T. Ganeshan 2  ---2 % 2 %23. --- 2 % #2 %Syed Karimunisha 2 %? 2 %E24.  2 %W "2 %ZK. Suma Anusha   2 % ---2 1 2 125. --- 2 1 2 1 Sk. Razia  2 1  2 1  2 1 )2 1E26.  2 1UV. L. Sarvani  2 1 ---2 < 2 <27. --- 2 < 2 < D.R. Lavanya  2 <& 2 <E28. 2 <U U Haritha 2 <  2 < ---2 H 2 H29. --- 2 H 2 HB. Ashok 2 H  2 H 2 H )2 HE30.A2 HU ASALG Gupta--- 2 H 2 S 2 S 31. N. Swathi 2 S 2 ^  2 ^ 22 i)Course Teaching Associates 2 i $ 2 i  2 i:2 i A.Krishna(2 i, Sowmya Ranjan Jen ,2 iba, Avirup guha Neogi,  2 iChandrasekhar k2 u@Gosami, Sk. Shakeela, Ayushree, Prince Priya Malla, T. Pavithra.   2 u ------#2 )Course Objective 2 x  2 z ( 2  ) 2 :--- 2  2 PThe objective of the course is to equip the student with problem solving skills  \2 )6using C Language and associated Data Structures to proe2 +<vide the student details about algorithms used in typically  2 )gfamiliar problems, and a few details about the essential ingredients of the programming language C and    ---52 )fundamental Data Structures. --- 2   2 ) ---#2 )Course Rationale 2 |: 2  ---O2 -The course takes an imperative view of proble D2 p&m solving through programming using C  2 )vprogramming language.. This necessitates data abstraction, basics of data structures, and an introduction to the  2 )dGNU/Linux operating system and programming the medium level language C. Student is professionally     2  2   trained in .2 )algorithms, flowcharts  2 , 2 Zanalysis of a problem and translating the same into a C program. The students are made to     2 )owrite C programs on their own for sets of both mathematical and other engineering problems after exposing them     &2 )to the different c2 }\onstructs of C language namely Input/output, assignments, iteration and control structures.   2 )\Finally the student is acquainted with basic data structures like stacks, queues, lists etc. 2  --- 2 ) #2 *)Course Outcomes  2 *~(COA2 *):  2 * ,BB-#2 5)#-BBCO 2 @)#-BBNo:  2 @9#-BB ',B-C--- 2 5IC-BCO 2 5VC-B ',B ---- 2 5- BSO 2 5- B ',B=-!--- 2 5'!-=BBTL  2 57!-=B '- @ !,"-- @ !,"-- @ !,#-- @ !,B-- @ !,C-- @ !,-- @ !",-- @ !, -- @ !,!-- @ !,=-- @ !,=-- @ !-"-- @ !-B-- @ !--- @ !- -- @ !-=-,OBC#---  2 K)#CBO1 2 K.#CBO ',OCC--- 22 KICCOIllustrate how problems ar I2 K)CCOe solved using computers and programming.   2 KCCO ',O C--- 2 KC Oa,e  2 KC O ',O=C!---  2 K'!C=O2 2 K,!C=O '- @ !B"-- @ !B#-- @ !BB-- @ !BC-- @ !B-- @ !"B-- @ !B -- @ !B!-- @ !B=-- @ ! C"-- @ ! CB-- @ ! C-- @ ! C -- @ ! C=-,\BP#---  2 X)#PB\2 2 X.#PB\ ',\PC--- S2 XI0CP\Illustrate and use Control Flow Statements in C.  2 X"CP\ ',\ P--- 2 XP \a,e, 2 XP \ ',\=P!---  2 X'!P=\2 2 X,!P=\ '- @ !O"-- @ !O#-- @ !OB-- @ !OC-- @ !O-- @ !"O-- @ !O -- @ !O!-- @ !O=-- @ ! P"-- @ ! PB-- @ ! P-- @ ! P -- @ ! P=-,iB\#---  2 e)#\Bi3 2 e.#\Bi ',i\C---  2 eIC\i 2 eK\C\iInterpret & Illustrate user defined C functions and different operations on list of data.  2 eC\i ',i \--- 2 e\ ia,e, 2 e\ i ',i=\!---  2 e'!\=i2 2 e,!\=i '- @ !\"-- @ !\#-- @ !\B-- @ !\C-- @ !\-- @ !"\-- @ !\ -- @ !\!-- @ !\=-- @ ! \"-- @ ! \B-- @ ! \-- @ ! \ -- @ ! \=-,vBi#---  2 r)#iBv4 2 r.#iBv ',viC---  2 rICiv J2 rK*CivImplement Linear Data Structures and compa   2 rCivre them.  2 rCCiv ',v i---  2 ri vB 2 r i v ',v=i!---  2 r'!i=v2 2 r,!i=v '- @ !i"-- @ !i#-- @ !iB-- @ !iC-- @ !i-- @ !"i-- @ !i -- @ !i!-- @ !i=-- @ ! i"-- @ ! iB-- @ ! i-- @ ! i -- @ ! i=-,Bv#---  2 ~)#vB5 2 ~.#vB ',vC--- w2 ~IHCvApply the knowledge obtained by the course to solve real world problems.  2 ~Cv ', v--- 2 ~v a,b,ee 2 ~v  ',=v!---  2 ~'!v=2 2 ~,!v= '- @ !v"-- @ !v#-- @ !vB-- @ !vC-- @ !v-- @ !"v-- @ !v -- @ !v!-- @ !v=-- @ ! v"-- @ !"-- @ !"-- @ !#-- @ ! vB-- @ !B-- @ !C-- @ ! v-- @ !-- @ !"-- @ ! v -- @ ! -- @ !!-- @ ! v=-- @ !=-- @ !=----  2 ) "System?????????--՜.+,D՜.+,, hp|   +  Title 8@ _PID_HLINKSA<9V-https://en.wikipedia.org/wiki/Andhra_Pradesh-v>https://en.wikipedia.org/wiki/States_and_territories_of_Indiay*$https://en.wikipedia.org/wiki/India{,https://en.wikipedia.org/wiki/Krishna_RiverJ%,https://en.wikipedia.org/wiki/Julius_Caesara? 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