COMPUTER PROGRAMMING AND DATA STRUCTURES

Syllabus:

UNIT – I

Introduction to Computers – Computer Systems, Computing Environments, Computer

Languages, Creating and running programmes, Software Development Method, Algorithms,
Pseudo code, flow charts, applying the software development method.

UNIT – II

Introduction to C Language – Background, Simple C Programme, Identifiers, Basic data types,

Variables, Constants, Input / Output, Operators. Expressions, Precedence and Associativity,
Expression Evaluation, Type conversions, Bit wise operators, Statements, Simple C
Programming examples. Selection Statements – if and switch statements, Repetition statements –
while, for, do-while statements, Loop examples, other statements related to looping – break,
continue, goto, Simple C Programming examples.

UNIT – III

Designing Structured Programmes, Functions, basics, user defined functions, inter function
communication, Standard functions, Scope, Storage classes-auto, register, static, extern, scope
rules, type qualifiers, recursion- recursive functions, Preprocessor commands, example C
programmes
Arrays – Concepts, using arrays in C, inter function communication, array applications, two –
dimensional arrays, multidimensional arrays, C programme examples.

UNIT – IV

Pointers – Introduction (Basic Concepts), Pointers for inter function communication, pointers to
pointers, compatibility, memory allocation functions, array of pointers, programming
applications, pointers to void, pointers to functions, command –line arguments.
Strings – Concepts, C Strings, String Input / Output functions, arrays of strings, string
manipulation functions, string / data conversion, C programme examples.

UNIT – V

Derived types – Structures – Declaration, definition and initialization of structures, accessing

structures, nested structures, arrays of structures, structures and functions, pointers to structures,
self referential structures, unions, typedef, bit fields, enumerated types, C programming
examples.

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UNIT – VI

Input and Output – Concept of a file, streams, standard input / output functions, formatted input /
output functions, text files and binary files, file input / output operations, file status functions
(error handling), C programme examples.

UNIT – VII

Searching and Sorting – Sorting- selection sort, bubble sort, insertion sort, quick sort, merge sort,
Searching-linear and binary search methods.

UNIT – VIII

Data Structures – Introduction to Data Structures, abstract data types, Linear list – singly linked
list implementation, insertion, deletion and searching operations on linear list, Stacks-Operations,
array and linked representations of stacks, stack application-infix to postfix conversion, postfix
expression evaluation, recursion implementation, Queues-operations, array and linked
representations.

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 Learning Objectives for Unit I

Number of classes required: 10

Pre requisites:
Student should be aware of computer application in day-to-day life.

Objectives:
By the end of this unit, student will

 Explain computer systems.

 Should be able to list out the different computing environments.

 List out the computer languages.

 Explain how to write a simple program.

 Explain Algorithms and pseudo codes.

 List out flowchart symbols.

 Explain software development methods.

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Class Topic Objectives Activity
1. Introduction to  Student should be  Define computer.
Computers explained what is  Explain the history of
computer. computer.
 He is able to list out the
history of computer.
2. Computer  Student should explain  Defines what software is.
Systems. what is software and  Defines what hardware is.
hardware.  Explain the functional units
 Student should list out the of computer system.
parts of the computer  List out the differences
system. between system software
 Student will be able to and application software.
differentiate between
system software and
application software.

3. Computer  Student should explain  Explains what computer

Languages. what computer language is. language is.
 Should list out the different  Explains what high level
computer languages. language is.
 Explain the differences
between high level and low
level languages.
4. Creating and  Should explain the  Explain the structure of
running structure of program. program.
programs.  Able to create and run  To write simple program to
program. display name.

5. Software  Should explains the  Define s/w development
development software development life method.
methods. cycle phases.  Explain s/w development
 Students will be able to life cycle methods.
explain the water fall  Explain the waterfall
model. model.

6. Algorithm.  Student should be able  Explain what is algorithm.

explain what is algorithm.  List out the characteristics
 Will be able to determine of algorithm.
the characteristics of  Write an algorithm to
algorithm. prepare Tea.
 Should be explains the  Determine the qualities of
qualities of good good algorithm.
algorithm.

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 7. Pseudo code.  Should be able to explain  Explain what pseudo code
what pseudo code is. is.
 Should be differentiated  List out the difference
between algorithms and between the algorithm and
pseudo code. pseudo code.
 Should list out the  To write a pseudo code to
advantages of pseudo code. add two numbers.
 Explain what the
advantages of pseudo code
are.
8 &9. Flowchart.  Should be explained what  Explain what is flowchart.
is flowchart.  List out the different
 Student should list out to symbols for drawing the
different symbols used in flowcharts.
drawing flowchart.  Draw a flowchart for
 Student should be able to finding the roots of
know the rules of drawing quadratic equation.
a flowchart.  Explain the limitations of
 Student should explain the using flowchart.
basic designs structures in
flowcharts.
10. Applying the  Should be able to apply the  Applying the SDLC for
s/w software development simple task such as going
development method for simple task. for outing one day.
method.

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 Learning Objectives for Unit II

Number of classes required: 16

Pre requisites:
Student should be aware of computer languages, mathematics and basics of
programming languages.

Objectives:
By the end of this unit, student will

 Describe the salient features of the ‘C’ programming language.

 Explain ‘C’ program components and format.

 Explain and use variable names, basic data types, constants variable declarations,
bitwise operators.

 Explain control flow statements in ‘C’ programs.

 Write programs using decision making constructors like if, else-if, while, for, do
while, switch, break, and continue statements.

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Class Topic Objectives Activity
11. Introduction to  Student should be able to  Questionary session
C language explain history of ‘C’ about types of high
background, language. level languages, history
simple C  Student should list out the of ‘C’ language.
program. types of high level  Explain what ‘C’
languages. language, its
 Student should explain importance is.
steps in learning ‘C’.  Write a simple C-
 Structure of C-program program to print
student should explain. NMREC.
12. C-tokens,  Student should be able to  Questionary session on
identifiers, list out the C-tokens. C-tokens.
variables.  Student able to explain  Identification of
identifiers. identifiers.
 Student should explain the  Explain about
rules of identifier. variables, how to
 Student should explain declare variables.
variables, variable  Write a simple C-
declarations & program to demonstrate
initialization. variables.

13 & Basic data  Student should explain  Questionary session on

14. types. what a data type is. data types.
 Student will able to list out  Explain different data
different data types. types.
 Student will be able to  Draw the tree diagram
differentiate the categories for listing out data
of data types. types.
 Student will be able to say  Write a simple C-
the importance of the data program to demonstrate
types. data types.

15. Constants.  Should explain what a  Questionary session on

constant is. constants.
 Student should know  Draw the tree diagram
different types of for listing out different
constants. types of constants.
 Student will be able to  Write a simple C-
identify different constants program to demonstrate
such as numeric, characters constants.

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 etc.
16. Input / Output.  Student should explain  Questionary session on
input & output functions. input / output functions.
 Student should be able to  Sample program to
differentiate between input demonstrate input /
and output functions. output functions.

17 & Operators and  Student should be able to  Questionary session on

18. expressions. list out the types of operators.
operators.  Draw the tree diagram
 Student should explain for operators.
unary & binary operators  Write simple program
& its differences. to demonstrate
 Student should know operators.
expressions & its
importance.

19. Precedence &  Student should be able to  Practicing expression

associativity identify the operators & evaluating by giving
expression should determine its examples to do.
evaluation. precedence.  Write simple program
 Student should evaluate a to demonstrate
given expression expressions.
depending upon
precedence & associativity.

20. Type  Student should be able to  Practicing example

conversion. convert one data type into program to convert
another. float into integer data
 Student should know the type.
differences between type  Explain differences
conversion and type between type casting
casting. and type conversion.

21. Bitwise  Student should list out the  Questionary session on

operators, different bitwise operators. bitwise operators.
statements.  Student should able to  Explain different types
utilize bitwise operators in of bitwise operators.
simple programs.  Sample programs to
 Student should explain demonstrate bitwise
what a statement is. operators.

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22. Selection  Student will be able to  Questionary session on
statement- if & explain if & switch. selection statements.
switch  Student will be able to list  Draw the flow chart for
statement. out the advantages of if & switch statements.
selection statements.  Practice example
 Student will be able to programs on if &
know where to apply if & switch statements.
switch statements.

23. Repetitive  Student should explain  Questionary session on

statements repetitive statements. repetitive statements.
while, do while,  Student will be able to  Draw the flow chart for
for statements. utilize the repetitive while, do while, for.
statements in programs.  Practice examples
programs on while, do
while, for statements.
24 & Loop examples,  Student should explain  Questionary session on
25. other statements break, continue & go to. break, continue, go to
related to  Student will be able to statements.
looping-break, utilize the break, continue  Practice example
continue & go & go to statements. programs on break,
to. continue, and go to.

26. Simple C  Student will be able to  Draw the tree diagram

programming. write programs on for the statements.
statements.  Write simple programs
on statements.

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 Learning Objectives for Unit III

Number of classes required: 12

Pre requisites:
Student should be aware of SDLC (software development life cycle),and
previous units.

Objectives:
By the end of this unit, student will

 Define functions in C programming.

 Call a function to perform a specific task.

 Explain C storage classes.

 Define macros in C.

 Explain & use Arrays.

 Should be able to explain multidimensional arrays & its applications.

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Class Topic Objectives Activity
27. Designing  Student should list out the  Questionary session on
structured differences between structured programming.
programs; structure oriented and  Drawing a tree diagram for
functions, basics. object oriented functions & its sub topics.
programming.  Explain how to utilize
 Student should know how structured programming
to divide a complex task for complex task.
into sub task using
functions.
 Student should explain
function types.
28. User defined  Student should be able to  Questionary session on
functions. know how to write a user defined function.
function.  Write a simple program
 Student should list out using functions for
different types of user addition of two numbers.
defined functions.
29. Inter function  Student will know the
communication. importance of  Explain inter
communication. communication functions.
 Student should able to  Write two functions and
understand the inter create relationship
function communication. between then to
 Student will explain how communicate.
communications functions.
30. Standard  Student will be able to list  List out the standard
functions. out standard functions. functions.
 Student will be able to use  Write sample program to
standard functions for utilize the standard
complex task to solve. functions for mathematical
operations.
31. Variables  Student should explain  Explain what local and
function scope, scope of variables & global scope is.
storage, classes- functions.  List out the differences
auto, register,  Student should explain between local and global
static, and extern. what is auto, register, scope
static and extern storage  Compaire & contrast
classes. between storage classes.
 Student will be able to list  Write sample program on
out differences between storage classes & scope.
storage classes.

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32. Scope rules, type  Student should list out the  Questionary session on
qualifiers. rules of scope. scope rules & type
 Student should know what qualifiers.
types qualifiers are.  Explain what the purpose
 Student should compaire of the qualifiers is.
& contrast between type  Explain what a type
qualifiers. qualifier is.
33. Recursion-  Student should list out the  Explain what recursion is.
recursive importance of recursive  List out the importance of
functions, functions. recursive functions.
preprocessor  Student should explain  List out the macros used as
commands. recursion. processor commands.
 Student should able to  Questionary session on
know what is macro & macros.
what are different macros
used as preprocessor
commands.
34. Arrays-concepts,  Student should explain  Explain what an array is.
using arrays in C. what an array is.  Draw a tree diagram for
 Student should list out derived data type.
advantages of data types.  Write a program to display
 Student will be able to numbers from 1 to 100
declare & initialize an using arrays.
array in ‘C’ programming.
35. Inter function  Student should explain  Questionary session on
communication how two arrays Arrays.
using arrays. communication with each  List out the different types
other. of arrays
 Student will be able to  Write a simple programme
write simple programme to determine inter function
using arrays communication.
36 & Array  Student should be able  Questionary session on
37. application, two explain advantages of Arrays applications.
dimensional arrays and its applications.  Explain about Two
arrays  Student will be able to dimensional arrays.
declare two dimensional  Write a simple program to
array declaration and multiply two arrays using
initialization. two dimensional arrays.

38 Multidimensional  Student should explain  Questionary session on

arrays, C what is multidimensional multidimensional array
programme array  Explain what is
examples on  Student will be able to multidimensional array
arrays declare and initialize
multidimensional arrays

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 Learning Objectives for unit IV

Number of classes required: 12

Prerequisite:
Student should be aware of data types and its importance and the basis of
derived data types

Objectives:
By the end of this unit, student will

 Explain pointers and their significance.

 Use pointers in arrays, functions and string.

 Use command line arguments.

 Explain string and their importance.

 Student should be able to use standard string functions such as

strlen(),strcpy(),strcat(),strcmp(),…etc.,.

 Student should explain string manipulation

 Student should explain enum types with examples.

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Class Topic Objectives Activity
39 Pointers-  Students should explain  Draw the tree diagram for
Introduction(Basic what is pointer. listing out Derived data
Concepts)  Student should list out types.
advantages of pointers.  Explain pointers and its
 Student will be able to significance.
declare pointers.  Write a simple program
using pointers.
40 Pointers for inter  Student should list out the  Questionnaire session on
function importance of inter pointers.
communication function communication.  List out the differences
 Student should between call-by-value and
differentiate between call- call-by-reference.
by-value and call-by-
reference.

41 Pointers to  Explain the importance of  Questionnaire session on

pointers pointers to pointers compatibility.
compatibility  How pointers are  Write a simple program
compatible with various using pointers to pointers.
data types.
 Student should know how
to use pointers.
42 Memory  Explain what memory  Questionnaire session on
allocation allocation is. memory allocation.
function  List out the differences  List out the advantages of
between dynamic and dynamic memory
static memory allocation. allocation.
 List out the memory  Write simple program
allocation functions. using memory allocation
 Student should be able to functions.
use malloc () function.
43 Array of pointers,  Student should able to  Explain what is an array
Programming define arrays and pointers. and how it is declared
application  Student should be able to using pointers.
declare arrays using  Writ a program using
pointers. pointers and arrays.
 Student will be writing a  Questionnaire session on
program using arrays and arrays and pointers.
pointers.
44 Pointers to void,  Student should explain  Questionnaire session on
pointers to pointers to void and its pointers to void and
functions importance. pointers to function.
 Student should define  Draw a diagram for
call-by-value and call-by- memory allocation in a
reference. program using pointers.

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  Student should use  Write a program using
functions and pointers to call-by-value.
write program.
45 Command-line-  Student should explain  Questionnaire session on
arguments what command-line- command-line arguments.
arguments are.  Write a simple program
 Student should be able to using command line
write a program using arguments.
command-line-argument
concept.
46 Strings-  Explain what String is.  Questionnaire session on
concept’s,C-  Student should able to Strings.
Strings differentiate between  List out the importance of
string and a character. Strings.
 Student should know how  Write a simple program
to declare strings. using string.
47 String  Student should explain  Draw a tree diagram to list
Input/Output what string input/output out string input and string
functions. functions are. output functions.
 Student should list out  Write a simple program
string input and string using string input/output
output functions. functions.
 Explain the significance
of string input and output
functions.
48 Array of strings  Student should explain  Questionnaire session on
how to declare the using strings.
arrays.  Explain the significance of
 Student should know the delimiters.
delimiter concept.  Write a simple program
using array of strings
49 String  Student should able to  Questionnaire session on
manipulation know the functions of string manipulation
functions. string manipulation functions.
functions such as strlen  Explain string
(),strcmp (),strcpy (),..etc. manipulation functions.
 Student should list out the  Write simple program
string manipulation using string manipulation
functions. function.

50 String/data  Student should able to list out  Questionnaire session on

conversion, c the data conversion functions. data conversion function
 Student should able to utilize
programme data conversion function in
 Draw a tree diagram for
examples programming. different String handling
functions.
Learning Objectives for Unit V

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Number of classes required: 7

Prerequisite:
Student should be aware of prior units and derived data types.

Objectives:
By the end of this unit, student will

 Explain the concept of structure.

 Declare and reference a structure.

 Use nested and self-nested structures.

 Explain the concept of Union.

 List out the advantages of union over structures.

 Compare and contrast structures and unions.

 Explain the importance of type def.

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Class Topic Objectives Activity
51 Derived types-  Define structures.  List out the importance of
Structures-  Student should be able list structures.
declaration, out the importance of  Write a simple program to
definition and structures. declare and initialize
initialization of  Student should know how structures.
structures to declare and initialize  Questionnaire session on
structures. Structures.
52 Accessing  Student should know how  Questionnaire session on
structures, nested to access a structure. accessing and nested
structures and  Should explain the structures.
array of structures importance of nested  List out the differences
structures. between simple structures
 Should be able to declare and nested structures.
structures using arrays  Write a simple program
concept. using nested structures.
53 & Structures and  Student should know how  Questionnaire session on
54 functions, pointers to pass each member of structures and functions,
to structures the structure as an actual pointers to structures.
argument of the function  Assignment on structures
call. concepts.
 Student should know how  Programme to implement
to pass a copy of the structures and functions,
entire structure to the pointers to structures.
called function.
 Student should know that
a pointer can be declared
in such a way that it
points to a structure data
type.
55 Self referential  Student should list out the  Questionnaire session on
structures importance of self self referential structures.
referential structures.  List out the importance of
 Student should be able to self referential structures.
utilize self referential
structures concept in
simple programmes.
56 Unions  Student should explain  Assignment on structures
what union is. and unions.
 Student should list out the  Explain what union is.
differences between  Write a program to use
structures and unions. unions.
 Student should be able to
declare, initialize and
access unions.
57 Type def,bit  Student should explain  Explain what type def. is

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fields, enumerated what type def, bit field is.  Explain about bit field and
types  Student should be able to its importance.
declare their own data  Explain what enumerated
types using type def. types are.
 List out the points on Bit  Write a simple program
field. using type def,bit field and
 Student should explain enumerated types.
what enumerated type is.

Learning Objectives for Unit VI

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 Number of classes required: 5

Prerequisite:
Student should be aware of how input is given to the system and where the given
input is stored and how the output is presented to the user in general.

Objectives:
By the end of this unit, student will

 Use standard library functions to open close and manipulate files.

 Explain file handling system calls.

 Student should explain file status functions.

Class Topic Objectives Activity

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58 Input and output,  Student should explain  Draw the tree diagram for
Concept of a file, what a file is. input/output streams.
streams  Student should list out the  Explain what is a file and
input/output streams. its importance.
 Student should list out the
importance of file.
59 Standard  Student should list out  Assignment to list out the
input/output standard input/output standard input/output
functions functions. functions.
 Student should explain the  Explain each and every
importance of each standard input/output
standard input/output function.
function.
60 Formatted  Student should list out  Questionnaire session on
input/output formatted input/output formatted input/output
functions functions. functions.
 Student should explain the
importance of formatted
input/output functions.
61 Text files and  Student should explain  Explain what is text file
binary files, file what is text file and and binary file.
input/output binary file.  List out the major
operations  Student should list out the differences between text
importance of binary files. and binary file.
 Student should list out  List out the file
different file input/output input/output functions.
functions.
62 File status  Student should list out file  Explain what file status
functions(error status function. functions are.
handling)  Student should be able to  Assignment on file status
desire the various file functions.
status functions and its  Write simple programme
uses. using file status functions.

Learning Objectives for Unit VII

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 Number of classes required: 7

Prerequisite:
Students should be aware of what is searching and what is sorting and the
importance of it’s and even previous units also.

Objectives:
By the end of this unit, student will

 Explain what is searching and sorting.

 List out the different types of searching and sorting techniques.

 Student should able to know which sorting technique is efficient and why.

 Student should be able to know which searching technique is efficient and why.

 Student should be able to list out the time complexities for each sorting and searching
techniques.

Class Topic Objectives Activity

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 63 Searching and  Student should explain  Draw a tree diagram to list
sorting what is searching and out searching and sorting
what is sorting. techniques.
 List out the different types  Questionnaire session on
of techniques in sorting sorting and searching.
and searching.
 Student should explain the
importance of sorting and
searching.
64 Selection sort  Student should explain  Explain what selection
what is Selection sort and sort is.
its importance  Sort the given numbers
 Student will be able to using selection sort.
sort given numbers using
selection sort.
65 Bubble sort  Student should explain  Compare and contrast
what is bubble sort and its selection sort and bubble
importance sort.
 Student will be able to  Sort the given numbers
sort given numbers using using bubble sort.
bubble sort.
66 Quick sort  Student should explain  Explain why quick sort is
what is quick sort and its more efficient than
importance selection sort and bubble
 Student will be able to sort.
sort given numbers using  Sort the given numbers
quick sort. using quick sort.
67 Merge sort  Student should explain  Assignment on all sorting
what is merge sort and its techniques.
importance  Sort the given numbers
 Student will be able to using merge sort.
sort given numbers using
merge sort.
68 & Searching-linear  Student should explain  List out the importance of
69 and binary what linear and binary linear and binary search.
methods search methods are.  Search a given number
 Student should list out the using linear and binary
difference between linear search.
and binary search.  List out the time
 Student should explain complexities of searching
Time complexity and list and sorting techniques.
out the time complexities
of searching and sorting.

Learning Objectives for Unit VIII

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 Number of classes required: 11

Prerequisite:
Student should be aware of structures, queue, expression, arrays concept and
previous units.

Objectives:
By the end of this unit, student will

 Explain what Data Structues is.

 List out the importance of Data structures.

 Explain stacks.

 Implementation operations on stacks using C.

 Write applications using stack.

 Understand the concept of Queues.

 Implement queues in C.

 Explain the concept of Linked list.

 Implement Linked list in C.

 Explain the concept and implementation of Circular and doubly linked lists in C.

 Understand the concept of Trees.

 Describe Binary Trees.

 Implement Trees using C.

 Traverse Trees in different orders.

Class Topic Objectives Activity

70 Data Structures-  Student should explain  Explain what data

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 Introduction to what data structure is. structure is.
Data Structures,  Student should list out the  Assignment on data
Abstract Data importance of data structures and Abstract
Type structures. data type.
 Student should able to
know what Abstract data
type is.
71 Linear list-singly  Student should explain  Explain what linked list is.
linked list what linear list is.  Draw a diagram to
implementation  Student should know how represent data in the form
to represent linear list of linear linked list.
 Student should be able to  Write a simple program to
know how to implement implement linear linked
singly linked list. list.
72 Operations o  Student should able to  Draw the diagram to show
Singly linked list know how to insert, delete how insertion, deletion
i.e. insertion, and search an item in a can be done in singly
deletion and singly linked list. linked list.
searching  Student should know how  Write a simple programme
to write a programme for to implement insertion,
inserting, deleting and deletion and searching an
searching an item in a item in a singly linked list.
singly linked list.
73 Stacks-Operations  Student should explain  Explain what is stack and
what a stack is. its importance.
 Student should be able to  Draw a diagram to
represent a stack. represent stack.
 Student should list out the  List out the stack
operations of stack. operations.
74 Stack  Student should able to  Assignment on stack
representation represent stack using representation using
using arrays and arrays and linked list. arrays and linked list.
linked list  Student should able to
know how to write a
programme for stack
using arrays and linked
list
75 Stack application-  Student should know what  Explain what a Tree is.
infix to postfix a Tree is.  What are different Tree
conversion.  Student should list out traversal techniques?
Tree traversal techniques.  Questionnaire session on
 Student should be able to Traversal techniques
know what infix is and
postfix.
 Student should know how
to write a programme for

24
 infix to postfix
conversion.
76 Stack application-  Student should know how  Practice on how to
Postfix expression the Tree traversal evaluate an expression.
evaluation. techniques and how to  Practice on how to
represent them. represent an expression
 Student should be able to into its postfix form.
evaluate an expression.  Write a simple programme
 Student should be able to for Postfix expression
convert an expression into evaluation.
post fix expression
77 Stack application-  Student should explain  Questionnaire session on
Postfix expression what recursion is. expression
evaluation using  Student should able list  Practice on how to convert
recursion. out the importance of an expression.
recursion.  Write a simple programme
 Student will able to using recursion for postfix
evaluate an expression expression evaluation.
using recursion.
78 Queue-Operations  Student should explain  Explain what is a queue
what a queue is. and its operations.
 Student should list out  Draw a diagram to
queue operations. represent queue.
 Student should be able to
represent queues.
79 Queue-  Student should be able to  Draw a diagram to
representation represent a queue and how represent queue using
using arrays to insert, delete an item arrays and how to insert
for a queue. and delete an item from a
 Student will be able to queue.
represent using Arrays.  Questionnaire session on
 Student will know how to queue representation using
write a program for queue arrays.
using arrays.
80 Queue-  Student should able to  Questionnaire session on
representation represent a queue using Queues.
using Linked list linked list.  Draw a diagram to
 Student should list out the represent queue using
advantages of linked list.
implementing queue using  List out the major
linked list over arrays. advantages of queues
 Write a programme for implementation using
queue implementation linked list.
using arrays, linked list.

25
Mind Map For C programming Language

Mind Map For C Compiler

26
Mind Map For C Operators

27
28
Mind Map For Flow control

Mind Map For C Expressions

29
Mind Map For C Statements

30
Mind Map For C Functions

31
Mind Map For C Variables

32
Mind Map For Output

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