THEORY COURSE OUTLINE

1 Program B.Sc. Engg. in CSE

2 Course Code CSE 121
3 Course Title Object Oriented Programming Language
4 Course Type Core Course
5 Academic Fall 2022(Bi-Semester)
Session
6 Credit Hour 3.0
7 Intake 49
8 Section 2
9 Pre-requisites CSE 111- Structured Programming Language
10 Campus Permanent Campus
11 Course Name: Anusha Aziz Designation:Bangladesh
Lecturer University of Business an
Teacher Faculty
Specialization: AI, Machine Learning, Neural Network, NLP,of Engineering& Applie
IoT.
Room No. Email: [email protected] Cell No. 01612722623
Department of Computer Science an
12 Class Schedule
Class Day Class Hours Class Room
Sunday 1:20 PM – 2:50 PM 218 (B-2)
Monday 10:00AM – 11:30AM 218 (B-2)

13 Counselling
Class Day Class Hours
Schedule

14 Course The Course- “Object Oriented Programming Language” provides in-depth coverage of
Objectives object-oriented programming principles and techniques using C++. The course is designed
to perform object oriented programming to develop solutions to problems demonstrating
usage of control structures, modularity, I/O and other standard language constructs. Also to
demonstrate adeptness of object oriented programming in developing solutions to problems
demonstrating usage of data abstraction, encapsulation and inheritance.

It is expected that by the end of the course the students will be able to prepare object-
oriented design for small/medium scale problems, demonstrate the differences between
traditional imperative design and object oriented design, explain class structures as
fundamental modular building blocks, understand the role of inheritance, polymorphism,
dynamic binding and generic structures in building reusable code.

15 Course Philosophy of object oriented programming (OOP); advantages of OOP over structured
Synopsis programming; encapsulation, classes and objects, access specifiers, static and non-static
members; constructors, destructors and copy constructors, in-line functions; array of
objects, object pointers and object references, new and delete, friend function;
polymorphism: overloading, default arguments; operator overloading : overloading binary,
relational, logical, unary operator; inheritance: single and multiple inheritance, abstract
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classes, virtual functions and overriding; exceptions; object oriented I/O; template functions
and classes; multi-threaded programming; class libraries; I/O systems; string handling;
exception handling; run-time type identification and the casting operators; namespaces,
conversion functions; standard template library: container classes, vectors, lists, string class.
16 Text Book 1. Teach Yourself C++ - Herbert Schildt
17 Reference 1. Teach Yourself C++ - Herbert Schildt
Book 2. A Complete Reference to C++ - Herbert Schildt

18 Course After completion of this course students will be able to:

Outcomes CO1: Describe Object Oriented Programming concepts and its features.
(COs)
CO2: Understand how object oriented programming concepts are used to solve a problem.

CO3: Apply OOP concepts (inheritance, interface, polymorphism, encapsulation, function

overloading, operator overloading etc.) to solve different problems.

CO4: Analyze real life problem scenarios to design a solution using key features (abstraction,
inheritance, polymorphism, encapsulation, exception handling, and template, multi-
threading) of OOP using C++.
Mapping of
COs to POs CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

CO1 √

CO2 √

CO3 √

CO4 √

Bloom’s
CO No. PO No. Delivery Methods / Activities Assessment Tools
Domain / Level
Cognitive / Midterm
CO1 PO1 Class Lecture
Understanding
Cognitive / Class Lecture Midterm and Final
CO2 PO1
Understanding
Class Lecture Midterm and Final
CO3 PO3 Cognitive / Applying
Class Lecture Final
CO4 PO2 Cognitive/ Analyzing

Maximum topics will be covered from the textbook. For the rest of the topics, reference books will be
19 Teaching
Strategy followed. Some class notes will be uploaded on the web. White board will be used for most of the time.
Multimedia projector and a PC will be used for the convenience of the students to understand codes
practically. Students must participate in classroom discussions for case studies, problems solving and
project developments.

20 Assessm Class Participation : 10%

ent and
Marks Assignment/Presentation : 10%
Distribu Class Test : 10%
tion:
Midterm Examination : 30%
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Final Examination : 40%

21 Lecture Plan (Weekly Schedule)

Week Lecture # Selected Topics Chapter # COs Assessment

Introduction to Object-Oriented Programming, 01 CO1
1
Features of OOP.
1 Two versions of C++, C++ console I/O and Difference 01 CO1
2 between C and C++, C++ comments, Classes a first
look.
Class and Objects: Constructor and Destructor 02 CO1
3 Functions and Relation of Classes, Structures and
Unions.
2 Functions, Automatic inline functions and Constructor 02 CO1
4
that take parameters, Object Pointers. CO2
5 A closer look to classes, Assigning objects 03 CO1
3
Passing and Returning objects to and from a function 03 CO2
6
and An introduction to Friend Function. CT-1 Mid
Arrays of objects, Using Pointers to objects 04 CO1 Term
4
7
CO2 Exam
The “This” pointer, Using New and Delete. 04 CO1
8 30
CO2
Reference, Passing Reference of objects, Returning 04 CO2
9
5 Reference, Independent reference and restrictions.
10
Overloading Constructor Function and Creating and 05 CO2
using a copy constructor.
11 The overload Anachronism, Using Default Arguments 05 CO2
6
Overloading and ambiguity, Finding the address of 05 CO2
12
an overloaded function
Operator overloading: Overloading Binary 06 CO2
13
operator, overloading the [] operator
7 Overloading unary operators, Overloading relational 06 CO3
14
operators
8 Midterm Examination
9 Friend operator functions and Overloading shorthand 06 CO2
15 assignment operators, Overloaded assignment operator
and copy constructor
16 Inheritance: Base Class access control 07 CO2
10 Using protected members, Constructor, Destructor 07 CO3
17
and inheritance CT-2
18 Multiple inheritance 07 CO3

11 19 Virtual Base Class, Pointers to derived classes 07 & CO2

10 Final Exam
20 Introduction to Virtual Functions 10 CO2
40
12 Pure virtual function, Abstract class, Applying run 10 CO3
21
time polymorphism
22 Generic Function, Generic class 11 CO2
13 23 Exception specification 11 CO2
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24 Exception Handling 11 CO4

14 25 Real world problem solving Web CO4

26 Final Exam Review Class
15 Final Exam

22 Overall Assessment methods of COs are given below:

CO Assessment Area CO Assessment
Assessment Area Mark
Criteria CO1 CO2 CO3 CO4
Class Participation
Assignment/Presentati
on
Class Test
Midterm Exam 10 20 30
Final Exam 10 20 10 40
Total Mark 10 30 20 10 70

23 Rubrics
COs Excellent Good Satisfactory Poor Unsatisfact Mark
(Bloom’s (80%-100%) (70%-79%) (60%-69%) (40%-59%) ory s
Level) (0-39%) (70)

CO1 Answer is Answer is brief Answer is Answer is None of the

(Understanding complete and with sufficient brief with incomplete relevant
) sufficient detail provided to insufficient and details were
detail provided support issues detail excessive included or
to support introduced. And provided to discussion didn’t
issues related most of the basic support issues of unrelated answer.
to the details are introduced. issues.
question. And included but some And serious
also deals fully are missing. gaps in the
with the entire basic
question. details.
CO2 Answer is Answer is brief Answer is Answer is None of the
(Understanding complete and with sufficient brief with incomplete relevant
) sufficient detail provided to insufficient and details were
detail provided support issues detail excessive included or
to support introduced. And provided to discussion didn’t
issues related most of the basic support issues of unrelated answer.
to the details are introduced. issues.
question. And included but some And serious
also deals fully are missing. gaps in the
with the entire basic
question. details.
CO3 The question is The question is The question The No attempt
(Applying) answered answered briefly is answered question is to
appropriately by applying the correctly by answered implement
by applying suggested method applying the incompletel the
the suggested in the question. suggested y by suggested
method in the method in the applying method.
question. question but the
some steps suggested
are missing. method in
the question
but some
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steps are
correct.
CO4 A clear, The chain of One or more One or The stated
(Analyzing) complete, and analyzing steps is intermediate more chain of
properly complete and analyzing intermediat analysis
ordered chain correctly ordered steps are e analyzing does not
of analyzing but lacks expected missing or steps are lead to the
steps (i.e. explanation. unclear, but missing or stated
proper the unclear to question.
explanation of correctness of answer the
the procedure) the analysis is question.
is followed to not
answer the compromised.
question.

24 Grading The following chart will be followed for grading. This has been customized from the guideline provided
Policy by the School of Engineering and Computer Science.

A+ A A- B+ B B- C+ C D F
75- 70- 65- 60- 55- 50- 45- 40-
≥ 80 <40
<80 <75 <70 <65 <60 <55 <50 <45

25 Additional Assignments There will be at least two assignments. Average marks of the assignments will be
Course counted. No late homework will be accepted.
Policies Any kind of copy/manipulation in assignment will carry a zero mark.
Two or more copied assignments will carry zero mark in all assignments. Zero tolerance
will be shown in this regard. Solutions to assignment problems will be provided
through the web and on hand.
Class Test There will be at least three class tests (CT).Best two of three or best three of four CTs
will be counted. Both regular and surprise CTs can be conducted.
Exams CT, Mid-term and final exam will be closed book, closed notes. Mobile phones are
strictly prohibited in exam halls. Students are insisted to carry their own watch and
synchronize time during exam hours.
Test Policy If a student is absent from a class test anyway and makes no report to the class teacher
personally beforehand, his/her score for that test will be zero. No make-up for the class
test will be allowed as 2 of 3 or 3 of 4 CTs are being considered. No make-up for Mid-
exam will be entertained without physical presence and recommendation of the guardian
along with written permission of the department. Make-up of Mid-exam may be much
harder than the regular one.

26 Additional a. Academic Calendar Fall 2022: http://www.bubt.edu.bd/academics/academic-calendar.

Information b. Academic Policies: http://www.bubt.edu.bd/academics/academic-rules-a-regulations.
c. Grading & Evaluation: http://www.bubt.edu.bd/academics/academic-rules-a-regulations.
d. Proctorial Rules: http://www.bubt.edu.bd/administrator/proctors-office.

27 Bloom’s Taxonomy for Teaching-Learning

Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of
complexity and specificity. The three lists cover the learning objectives in Cognitive, Affective and Psychomotor domains. The
Cognitive domain list has been the primary focus of most education and is frequently used to structure curriculum learning
objectives, assessments and activities. The three domains and respective levels are illustrated below.

Cognitive [C] (Knowledge-based) Affective [A] (Emotion-based) Psychomotor [P] (Action-based)

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1. Remembering 1. Receiving 1. Imitating
2. Understanding 2. Responding 2. Manipulating
3. Applying 3. Valuing 3. Précising
4. Analyzing 4. Organizing 4. Articulating
5. Evaluating 5. Characterizing 5. Naturalizing
6. Creating --- --- --- --- --- ---

Descriptions of Cognitive Domain (Anderson and Krathwohl’s Taxonomy 2001):

28
The cognitive domain involves the development of our mental skills and the acquisition of knowledge.

Level Category Meaning Keywords

C1 Remembering Recognizing or recalling knowledge from memory. Define, describe, draw, find,
Remembering is when memory is used to produce or identify, label, list, match, name,
retrieve definitions, facts, or lists, or to recite previously quote, recall, recite, tell, write
learned information.
C2 Understanding Constructing meaning from different types of functions Classify, compare, exemplify,
be they written or graphic messages or activities like conclude, demonstrate, discuss,
interpreting, exemplifying, classifying, summarizing, explain, identify, illustrate, interpret,
inferring, comparing, or explaining. paraphrase, predict, report

C3 Applying Carrying out or using a procedure through executing, or Apply, change, choose, compute,
implementing. Applying relates to or refers to situations dramatize, implement, interview,
where learned material is used through products like prepare, produce, role play, select,
models, presentations, interviews or simulations. show, transfer, use
C4 Analyzing Breaking materials or concepts into parts, determining Analyze, characterize, classify,
how the parts relate to one another or how they compare, contrast, debate,
interrelate, or how the parts relate to an overall structure deconstruct, deduce, differentiate,
or purpose. Mental actions included in this function are discriminate, distinguish, examine,
differentiating, organizing, and attributing, as well as organize, outline, relate, research,
being able to distinguish between the components or separate, structure
parts. When one is analyzing, he/she can illustrate this
mental function by creating spreadsheets, surveys,
charts, or diagrams, or graphic representations.
C5 Evaluating Making judgments based on criteria and standards through Appraise, argue, assess, choose,
checking and critiquing. Critiques, recommendations, and conclude, critique, decide, evaluate,
reports are some of the products that can be created to judge, justify, predict, prioritize,
demonstrate the processes of evaluation. prove, rank, rate, select, Monitor
C6 Creating Putting elements together to form a coherent or functional Construct, design, develop, generate,
whole ;reorganizing elements into a new pattern or hypothesize, invent, plan, produce,
structure through generating, planning, or producing. compose, create, make, perform,
Creating requires users to put parts together in a plan, produce
new way, or synthesize parts into something new and
different creating a new form or product. This process is
the most difficult mental function.

29 Graduate Attributes (Program Outcomes) for B.Sc. in Engineering Program based on Washington Accord

Program Outcomes (POs) are narrower statements that describe what students are expected to know and be able to do by the
Time of graduation. These relate to the knowledge skills and attitudes that students acquire while progressing through the
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program. The students of the B.Sc. in CSE program are expected to achieve the following graduate attributes or program
outcomes at the time of graduation.

PO1–Engineering knowledge (Cognitive): Apply the knowledge of mathematics, science, engineering fundamentals and an
engineering specialization to the solution of complex engineering problems.
PO2–Problem analysis (Cognitive): Identify, formulate, research the literature and analyze complex engineering problems and
reach substantiated conclusions using first principles of mathematics, the natural sciences and the engineering sciences.
PO3–Design/development of solutions (Cognitive, Affective): Design solutions for complex engineering problems and design
system components or processes that meet the specified needs with appropriate consideration for public health and safety as well
as cultural, societal and environmental concerns.
PO4–Investigation (Cognitive, Psychomotor): Conduct investigations of complex problems, considering design of
experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
PO5–Modern tool usage (Psychomotor, Cognitive): Create, select and apply appropriate techniques, resources and modern
engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the
limitations.
PO6–The engineer and society (Affective): Apply reasoning informed by contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice.
PO7–Environment and sustainability (Affective, Cognitive): Understand the impact of professional engineering solutions in
societal and environmental contexts and demonstrate the knowledge of, and need for sustainable development.
PO8–Ethics (Affective): Apply ethical principles and commit to professional ethics, responsibilities and the norms of the
engineering practice.
PO9–Individual work and teamwork (Psychomotor, Affective): Function effectively as an individual and as a member or
leader of diverse teams as well as in multidisciplinary settings.
PO10–Communication (Psychomotor, Affective): Communicate effectively about complex engineering activities with the
engineering community and with society at large. Be able to comprehend and write effective reports, design documentation,
make effective presentations and give and receive clear instructions.
PO11–Project management and finance (Cognitive, Psychomotor): Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work as a member or a leader of a team to manage projects
in multidisciplinary environments.
PO12–Life-long learning (Affective, Psychomotor): Recognize the need for and have the preparation and ability to engage in
independent, life-long learning in the broadest context of technological change.

30 Social & Moral Capital

Our promises are based on the three cardinal principles:
(a) What we do believe (b) What we do practice, and (c) What we will promote
However, students are advised to undertake the following commitments for moral development.
1. To be punctual and attentive in class 8. Try to follow and review day to day 15. To be sincere for class preparation
2. To maintain inclusive learning class 16. Do not forget to switch-off the cell
environment 9. To avoid conspiracy phone in class
3. To ensure mutual respect 10. To prioritize honesty & faith 17. Do not forget to carry course pack
4. To be cooperative in group learning. 11. To be motivated for asking question and and learning stuffs in class
5. To be innovative and Creative encourage feedback 18. To maintain loyalty and trust to the
6. To follow dress code and wearing 12. To develop attitude for speaking in university
ID card English 19. Must avoid unfair means and
7. To be always proactive 13. Do not ignore to carry out any plagiarism in exam, reports and
assignments or commitments assignments
14. To be clean and decent on all levels. 20. Must maintain an eco-friendly
environment in the campus.
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