Type of Course

ALLIANCE UNIVERSITY CORE/PE/OE

Chikkahagade Cross
Chandapura - Anekal Main Road, Anekal
Bangalore – 562106

COURSE DELIVERY CUM ASSESSMENT PLAN(COURSE OUTLINE)

(This document is to be presented to the students during the first week of commencement of classes and send a soft copy to
every student of the class by the course instructor)

Course Code:CSO 498 Course Title:Java Programming Credits:3

Total Hours:45 No. of hrs. /week:3

Internal Marks:50 External Marks:50

Pre-requisites:
INSTRUCTOR Dr Senbagavalli M
Office: Office of Faculty (OF) -12
Phone No: +91 80-4619 9158
E-mail id: [email protected]
OFFICE HOURS 9:00AM to 4:00PM Monday to Friday
This course will include basic concepts of Java programming, which is an Object Oriented
COURSE Programming construct with Abstract, Inheritance, Polymorphism, principles. Object Oriented
OVERVIEW: Programs force designers to go through an extensive planning phase, which makes for better
designs with less flaws. In addition, Interfaces, Graphics programming, AWT, Layout, User
Interface components, Exception and Generic programming. The course also includes classes and
objects, Encapsulation, Strings, Files and Streams, Packages, Exception Handling and
Multithreading with a full-fledged Core java concept which will be implemented using Eclipse
IDE
This course will enable the students to:
COURSE  Learn the Principles of Object Orientation with Object, classes, modifiers and Strings
OBJECTIVES: using Java
 Learn the core concepts of Object Orientation such as Abstraction, Encapsulation,
Polymorphism, Inheritance concepts
 Develop application in interfaces and graphics programming with its user interfaces
 Learn the concepts of Swing, Multithreading and concurrency-based execution
 Learn the concepts of reflection, generic programming and network programming in java
PROGRAM
EDUCATIONAL
OBJECTIVES PEO 1: To provide graduating students with core competencies and continued learning
(PEO) with critical thinking to solve humanity and societal problems 

PEO 2: To enable the student to provide dynamic solution to real time problems, design
Thinking enable them to work in a multi-disciplinary with strong focus on the core
technical knowledge and key management skills. 

PEO 3: To enable students to work on the cutting-edge technology and understand the
computational complex domains. 
PROGRAM PO1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering
OUTCOMES fundamentals, and an engineering specialization to the solution of complex engineering
(PO’S) problems.

PO2. Problem analysis: Identify, formulate, research literature, and analyse complex
1
(Common)
engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.

PO3. Design/development of solutions: Design solutions for complex engineering

problems and design system components or processes that meet the specified needs with
appropriate consideration for the public health and safety, and the cultural, societal, and
environmental considerations.

PO4. Conduct investigations of complex problems: Use research-based knowledge and

research methods including design of experiments, analysis and interpretation of data, and
synthesis of the information to provide valid conclusions.

PO5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modelling to complex
engineering activities with an understanding of the limitations.

PO6. The engineer and society: Apply reasoning informed by the contextual knowledge
to assess societal, health, safety, legal and cultural issues, and the consequent
responsibilities relevant to the professional engineering practice.

PO7. Environment and sustainability: Understand the impact of the professional

engineering solutions in societal and environmental contexts, and demonstrate the
knowledge of, and need for sustainable development.

PO8. Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of the engineering practice.

PO9. Individual and teamwork: Function effectively as an individual, and as a member or

leader in diverse teams, and in multidisciplinary settings.

PO10. Communication: Communicate effectively on complex engineering activities with

the engineering community and with the society at large, such as, being able to
comprehend and write effective reports and design documentation, make effective
presentations, and give and receive clear instructions.

PO11. Project management and finance: Demonstrate knowledge understanding of the

engineering and management principles and apply these to one’s own work, as a member
and leader in a team, to manage projects and in multidisciplinary environments.

PO12. Life-long learning: Recognize the need for and have the preparation and ability to
engage in independent and life-long learning in the broadest context of technological
change.
PROGRAM
SPECIFIC
OUTCOMES PSO1: Able to understand the concepts of Computer Science and engineering and their
(PSO) applications in the field of Computer Science/IT/programming, communication/
networking and other relevant areas. 
(Dept/Spl-
Specific) PSO2: Ability to apply technical knowledge and usage of computer concepts,
programming & software tools related to Computer Science and engineering for solving

2
 real world problems. 

PSO3: Develop the capability to analyse, comprehend, design

develop program/solutions for a variety of engineering applications and thus
demonstrating professional ethics & concern for societal wellbeing.

BLOOM’S TAXONOMY(KNOWLEDGE) LEVEL(BTL)

Sl At the end of this course students will be BTL LEVEL

No. able to:

1 Explain the basics of Object Orientation (Understand) L2

concepts and its access specifiers.

2 Understand the basic concepts of object (Understand) L2

oriented programming for creating JAVA
applications

3 Illustrate on interfaces and Graphics Apply (L3)

Programming with its user interfaces.

4 Perform Swings by applying components Apply (L3)

and setting its layout and for multithreading
approaches.
5 Give original examples of generic (Understand) L2
programming concepts
*Assessment Method(list is representative)
Course Outcomes to be Assessed Duration/Timeline
SL Assessment Description Weightage
CO1 CO2 CO3 CO4 CO5
No. method of in Marks
assessment
3
 method
1 DSA During
Semester 20  √ √ √ √ √ 2 Hrs
Exam
2 CP Class
Participation 5  √ √ √ √ √ 45 Hrs

3 AS Assignment
5  √ √ 2 Hrs

4 OT Mini project
with 10  √ √ √ √ √ 15 Hrs
presentation
5 ST Surprise test
to check the 5  √ √ 2 Hrs
basics
6 AT Attendance
5  √ √ √ √√ 45 Hrs
7 SEE Semester
End- 50  √ √ √ √ √ 3 Hrs
Examination

MAPPING OF COs TO POs

COURSE PROGRAM OUTCOMES (PO)

S. No OUTCOM
PO PO PO PO PO PO PO PO PO PO PO PO PS PS PS
ES (CO)
1 2 3 4 5 6 7 8 9 10 11 12 O1 02 O3

1 CO-1 1 - - - 2 - - - - - - - - 2 1

2 CO-2 3 2 2 1 2 - 2 - - - - - 1 2 1

3 CO-3 2 3 3 2 - - - - - - - - - 1 -

4 CO-4 3 2 - 2 - - - - - - - - 1 3 1

5 CO-5 1 - 3 3 - - - - - - - - - 3 2

3 - Strong Contribution (SC) 2 - Moderate Contribution (MC) 1 - Weak Contribution (WC)

TOPIC DELIVERY PLAN& ASSESSMENT PLAN

4
Modules Pertaining
Instructional Methods /
CO Topic Learning Assessment Method for
SESSION Activities/Self Learning
Outcome (TLO) TLO
BTL Topic

I Fundamentals of
Object Oriented
Programming, Classroom / White Board /
1 CO1,L2 Introduction, Presentation  Brainstorming
Structured vs
Object Oriented
Programming

I Basic Concepts Classroom / White Board / Brainstorming

of Object Presentation 
2 CO1,L2
Oriented
Programming

I Classes, Objects, Classroom / White Board / Brainstorming

3 CO1,L2 Methods and Presentation 
messages

I Principles – Classroom / White Board / Brainstorming

4 CO1,L2 Abstraction, Presentation 
Encapsulation

I Classroom / White Board / Brainstorming

5 CO1,L2 Inheritance
Presentation 

I Abstract classes Classroom / White Board / Brainstorming

and Presentation 
polymorphism,
Access
6 CO1,L2
Specifiers –
Public, private,
protected and
default

I Static Members, Classroom / White Board / Brainstorming

7 CO1,L2 Presentation 
Constructor

I Classroom / White Board / Brainstorming,

8 CO1,L2 Array, Strings Presentation  Assignment I

II Classroom / White Board / QUIZ

9 CO2,L2 Packages
Presentation 

II 10 CO2,L2 Inheritance - Classroom / White Board / QUIZ

Types of
5
 Presentation 
Inheritance

II Polymorphism, Classroom / White Board / Surprise test

11 CO2,L2 Presentation 
Final keyword

II Classroom / White Board / Surprise test

12 CO2,L2 Abstract class Presentation 

II Classroom / White Board / Assignment 1

13 CO2,L2 Interfaces
Presentation 

II Classroom / White Board / QUIZ

14 CO2,L2 Object Cloning Presentation 

II Classroom / White Board /

15 CO2,L2 Inner class
Presentation 

II Classroom / White Board / Assignment 1

Exception Presentation 
16 CO2,L2
Handling

II Classroom / White Board /

17 CO2,L2 Demo Programs
Presentation 

III Classroom / White Board /

Graphics Presentation 
18 CO3,L3
Programming

III Lifecycle of Classroom / White Board / QUIZ

19 CO3,L3 Presentation 
Applets

III Classroom / White Board /

20 CO3,L3 Applet Tags Presentation 

III Classroom / White Board /

21 CO3,L3 Applet program
Presentation 

III Graphics 2D & Classroom / White Board / Assignment 2

2D shapes Presentation 

22 CO3,L3 Colors, Text and

font

III 23 CO3,L3 Graphics 2D & Classroom / White Board /

Presentation 

6
 2D shapes

Colors, Text and

font

III Graphics 2D & Classroom / White Board /

2D shapes Presentation 
24 CO3,L3
Colors, Text and
font

III Example Classroom / White Board / Assignment 2

25 CO3,L3 Presentation 
Programs, AWT

III Classroom / White Board /

Example Presentation 
26 CO3,L3
Programs, AWT

III Event handling – Classroom / White Board /

Basic event Presentation 
27 CO3,L3 handling, Frame,
AWT event
hierarchy

III Event handling – Classroom / White Board / Assignment 2

Basic event Presentation 
28 CO3,L3 handling, Frame,
AWT event
hierarchy

III Categories of Classroom / White Board /

29 CO3,L3 event class, Presentation 
Adapter class

III Layout Classroom / White Board /

30 CO3,L3 Management – Presentation 
tasks

III Types of layout Classroom / White Board /

31 CO3,L3 Presentation 
manager

IV User Interface Classroom / White Board /

Components, Presentation 
32 CO4,L2
Swing
components

IV 33 CO4,L2 Text inputs, Classroom / White Board /

making choices, Presentation 
menus, dialog

7
 boxes

IV Classroom / White Board / Assignment 2

Multithreaded Presentation 
34 CO4,L2
Programming

IV thread states, Classroom / White Board / Mini project

Interrupting Presentation 
threads, Thread
35 CO4,L2
creation –
priorities –
properties

IV Thread Classroom / White Board / Mini project

36 CO4,L2 synchronization, Presentation 
Demo Programs

V Generic Classroom / White Board / Mini project

37 CO5,L3 Presentation 
Programming

V Classroom / White Board / Mini project

Generic class, Presentation 
38 CO5,L3
methods

V Generic code Classroom / White Board / Mini project

39 CO5,L3 and virtual Presentation 
machine

V Classroom / White Board / Mini project

Inheritance and Presentation 
40 CO5,L3
generics

V Reflection – Classroom / White Board / Mini project

41 CO5,L3 Introduction – Presentation 
Constructor

V Methods and Classroom / White Board / Mini project

42 CO5,L3 Fields – example Presentation 
programs

V Java Network Classroom / White Board / Mini project

Programming – Presentation 
43 CO5,L3
classes and
Interfaces

V 44 CO5,L3 TCP, UDP Classroom / White Board / Mini project

sockets – Presentation 
Programs, DB
Programming –
8
 Connectivity

V JDBC – ODBC, Classroom / White Board / Mini project

45 CO5,L3 Statements, Presentation 
DML commands

Content(Topic) beyond Syllabus if any/Guest Lecture Topic / Webinars if any

SESSION TOPIC /SESSION BTL Topic Learning CO No. PO No
TOPIC Outcome
1 Socket L2 Explain sockets CO5 PO1,PO2
programming
2 Servlet L2 Understand CO5 PO1,PO2,PO3
servlets
Industry Exposure Visit Planned(if any)
Date Type of Industry Address Learning Outcome CO No PO No

Textbook1:
RECOMMENDED READINGS:
Essential Readings:
1. E. Balagurusamy, “Programming with Java”, 6th edition, McGraw-Hill Education, 2019
2. Cay S. Horstmann and Gary Cornell, “Core Java: Volume I – Fundamentals”, Ninth Edition, Sun
Microsystems, Press, 2012

Additional Readings:
1. Herbert Schildt, “Java – The Complete Reference”, Ninth edition, McGraw-Hill Osborne Media,
2014
2. K. Arnold and J. Gosling, “The JAVA programming language”, Third edition, Pearson
Education, 2006.
3. Timothy Budd, “Understanding Object-oriented programming with Java”, Updated Edition,
Pearson Education, 2008.
4. C. Thomas Wu, “An introduction to Object-oriented programming with Java”, Fourth Edition,
Tata McGraw-Hill Publishing company Ltd., 2006.

Recommended Digital library / MOOC Course:

1. https://pdf.wecabrio.com/java-programming-by-e-balagurusamy-4th-edition.pdf
2. https://java-programming.mooc.fi/
3. https://onlinecourses.nptel.ac.in/noc21_cs56/preview

SignatureoftheCourseInstructorHOD

*ASSESSMENT RUBRICS(In Correlation with Assessment Method – Page no 3 )

CP(Class Participation) Criteria

Grade Exemplary Proficient Partially Need

9
 proficient improvement
Marks 5 4 3 2
Level of engagement The student listens The student The student listens The student listens
in class and proactively listens and and contributes to but never contributes
contributes to class proactively class by sharing to class by sharing
by sharing ideas or contributes to ideas or clearing ideas or clearing
clearing doubts class by sharing doubts rarely doubts
many times in every ideas or
session clearing doubts
at least once in
every session
Preparation The student is The student is The student is The student is
always prepared usually rarely prepared partially prepared
with given reading prepared with with given reading with given reading
materials and given reading materials and materials and
completed home materials and completed home completed home
works completed works works
home works
OT(Mini Project) The student who The student The student who The student who
completes mini who completes completes mini completes partially
project mini project project and trying to do their
implementing a implementing a implementing a level best
solution to a data medium basic data mining
mining problem and complexity data algorithm
analyzing the data mining
algorithm
Problem Solving Actively seeks and Improves Does not come up Does not try to solve
suggests solutions to solutions based with solutions but problems or help
problems on suggestions tries out solutions others to solve
by peer suggested by problems
others

Teamwork All team members Assisted Finished individual Contributed little to

contributed equally group/partner in task but did not the group effort
to the finished the finished assist during the project.
project. project. group/partner
during the project

AS(Assignment) The detailed The detailed Explanation Missed key points

response given with response given unclear, but and the response is
novel approaches some level of response shows not aligned to
novelty some problem
and learning understanding of
the problem

Signature of the Course Instructor HOD

10