(Established under the Presidency University Act, 2013 of the Karnataka Act 41 of 2013)

[2025-26 ODD SEMESTER]

COURSE PLAN

SCHOOL: SOIS DATE OF ISSUE: 09.07.2025

NAME OF THE PROGRAM: BCA (Bachelor of Computer Applications)

P.R.C. APPROVAL REF.: PU/AC-24.8/SOIS05/BCI/23-26
SEMESTER/YEAR: I Sem / I Year
COURSE TITLE & CODE: Problem solving using C - CSA1500

COURSE CREDIT STRUCTURE: 2-0- 0- 2

CONTACT HOURS: 2 Sessions per week -30 Sessions
COURSE IC: Ms. Kumari K
COURSE INSTRUCTOR: Ms. Kumari K
COURSE URL https://presidencyuniversity.linways.com

PROGRAM OUTCOMES:

On successful completion of the Program, the students shall be able to:

PO 1: Application of Domain Knowledge: Apply the domain knowledge such as

mathematics, science and software engineering fundamentals into the Computer
Application related professions.

PO 2: Problem Solving & Analysis: Identify, Formulate, Analyse and Solve Complex
Scenarios related to Computer Applications.

PO 3: Design/development of Activities: Conceive, Design and Develop various

activities of Computer Applications.

PO 4: Conduct Investigations of Events: Carry out Investigation of an event and

draw logical conclusions based on critical thinking and analytical reasoning.

1
PO 5: Modern Tool usage: Effectively apply relevant ICT Tools and digital tools to
carry out Computer Application Attributes.

PO 6: Research: Identify suitable Research Methods and report the findings.

PO 7: Profession and Society: Apply the knowledge of the values and beliefs of
multicultural society and a global perspective in the profession.

PO 8: Ethics: Identify ethical issues and embrace ethical values in conduct of

Profession.

PO 9: Individual and Team Work: Function effectively as an individual, and as a

member or leader in diverse teams, and in multidisciplinary settings.

PO 10: Communication: Express thoughts and ideas effectively in writing and oral
communication

PO 11: Project Management and Finance: Ability to work independently, identify

appropriate resources required for a project, and manage a project through to
completion.

PO 12: 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
societal and technological change.

Program Specific Outcomes (PSOs):

On successful completion of the Program, the students shall be able to:
PSO-1: [Data Analysis]: Demonstrate comprehensive knowledge using statistical
and machine learning techniques to analyze data and derive meaningful insights and
patterns.

PSO-2: [Design/ development of Solutions]: Identify, formulate and apply the

knowledge of solid understanding of artificial intelligence and machine learning
techniques, and be able to apply them to real-world problem-solving solutions.

PSO-3: [AI/ML Applications]: Design, develop, and implement Artificial Intelligence

and Machine Learning algorithms to solve real-world problems across various
domains such as healthcare, finance, agriculture, robotics, and other emerging fields,
demonstrating domain-specific adaptability and innovation.

COURSE PREREQUISITES(Course code and name)

Basic knowledge about the computer and its usage

COURSE DESCRIPTION:

This Course will provide an introduction to foundational concepts of computer programming to students
of BCA program. Topics covered in this Course are problem formulation and development of simple
programs, Pseudo code, Flow Chart, Algorithms, data types, operators, decision making and branching,

2
looping statements, arrays, functions, structures, Union, File handling and pointers. In the lab session
students are required to solve problems based on the above concepts to illustrate the features of the
structured programming.

COURSE OBJECTIVE:

The objective of the course is to familiarize the learners with the concepts of Problem-Solving Using C
and attain Skill Development through Experiential Learning techniques.

COURSE OUTCOMES: On successful completion of the course the students shall be able to:

TABLE 1: COURSE OUTCOMES

CO CO Expected
Number BLOOMS
LEVEL
1 Identify the solution to the problem through programming Understand
2 Apply the basic concepts and control structures of programming to Apply
solve the problem.
3 Apply the concepts of array and strings to represent data and its Apply
operations
4 Demonstrate the concepts of functions, structures and unions in Apply
solving the related scenarios.

MAPPING OF C.O. WITH P.O. [H-HIGH, M- MODERATE, L-LOW]

TABLE 2a: CO PO Mapping ARTICULATION MATRIX

CO.N0 PO.0 PO.0 PO.0 PO.0 PO.0 PO.0 PO.0 PO.0 PO.0 PO.1 PO.1 PO.1
. 1 2 3 4 5 6 7 8 9 0 1 2

1 M M L L M L M M M

2 M M M M H M M M

3 M H H H H M M H H

4 M H H H H M L M M M M H

MAPPING OF C.O. WITH PSO :

3
 TABLE 2b: CO PSO Mapping ARTICULATION MATRIX
CO. No. PSO-1 PSO-2 PSO-3
CO1 H M M
CO2 M M H
CO3 H M H
CO4 H H H

COURSE CONTENT (SYLLABUS):

Module I: Introduction to C Programming [08 Session] [Understand]

Introduction to C: Background, Computer basics, Problem solving techniques, Tokens, Input/
Output statements, Structure of C program.

Assignment: algorithm, flowchart, pseudo code

Module: II: Control statements in C [07 Session]

[Apply ]

Type Casting, Expression Evaluation, Conditional and unconditional statement, Looping statements

Module: III: Arrays and Strings [08 Session]

[Analyze]
One dimensional Array, Array operations,2D Array, 2D Array operations, Strings and its
operations, String manipulation functions.

Module: IV: Functions, Structures and Unions, Pointers

[07 Session] [Analyze]
Categories of functions, concept of modular programming, user defined datatypes,
structures, union, pointers, file handling

DELIVERY PROCEDURE (PEDAGOGY):

TABLE 3: SPECIAL DELIVERY METHOD/ PEDAGOGY PLANNED WITH TOPICS

** At end of
Pedagogy title/ short
S. Lecture semester please
Subtopic as per lesson Plan explanation of adopted
No Number update whether
pedagogy
activity was done
Basic Programming Structure Interactive Session
1 L5
Conditional Statements Interactive Session
2 L6

3 L15 Lopping statements Interactive Session

4
REFERENCE MATERIALS:

Textbook:

1. E. Balaguruswamy, “Programming in ANSI C”, Eighth Edition - Tata McGraw Hill.

REFERENCE BOOKS:

1. Behrouz A Forouzan, Richard F Gilberg, “Computer Science: A structured

programming approach using C”, Third Edition Cengage Learning.
2. Brian W. Kernighan / Dennis Ritchie, “The C Programming Language “ ,Second
Edition, Pearson

YashavantKanetkar, “Let Us C”, Eighteenth edition , BPB Publications

ONLINE RESOURCES:

W1. https://www.coursera.org/learn/introducton- to programming-in-c (Coursera)

https://presiuniv.knimbus.com/user#/viewDetail?searchResultType=ECATALOGUE
W2._BASED&unique_id=DOAJ_1_02082022_1773 (E-Library Resource)

https://onlinecourses.nptel.ac.in/noc22_cs32/preview (NPTEL)

PU Library Link : https://puniversity.knimbus.com/user#/home

Or
: http://182.72.188.193/
SPECIFIC GUIDELINES TO STUDENTS:
 Students are required to maintain a minimum of 75% of attendance

5
  Students are encouraged to read the course handout completely.
 Teaching/Learning materials will be uploaded through Teams/One Drive/ERP
 Students should come prepared with the basics of the topics that will be covered in the
next class.
 Preparatory work for lab sessions is mandatory.
 Practice more exercises as self-study.
 Suggested to view NPTEL videos on related topics.
NOTICES:
 All course-related information will be displayed on the PSCS notice board.
 All the notices related to this course will be communicated through email and posted in
LMS.
 Chamber Consultation Hour: Will be announced.

COURSE SCHEDULE FOR THEORY COMPONENT:

TABLE 4: COURSE BROAD SCHEDULE

Sl. ACTIVITY PLANNED PLANNED TOTAL NUMBER OF

No. STARTING DATE CONCLUDING DATE PERIODS
01 Over View of the course 11-08-2025 11-08-2025 1
02 Module : 01 14-08-2025 08-09-2025 07
03 Module: 02 11-09-2025 03-10-2025 8
04 Assignment/any other 06-10-2025 29-10-2025 NA
activity/Guest Lecture/ Field Visit
05 Midterm 07-10-2025 11-10-2025 NA
06 Module:03 07-10-2025 03-11-2025 7
07 Module:04 04-11-2025 28-11-2025 7
08 Last Instruction Day 28-11-2025 28-11-2025 30
09 End Term Exam 01-12-2025 24-12-2025 As per OE

DETAILED SCHEDULE OF INSTRUCTION:

Delivery Mode:

 Chalk and talk

 PPT
 Hands on session

6
COURSE CONTENT ANS TASK SCHEDULE FOR LAB COMPONENT:

TABLE 5a: DETAILED COURSE SCHEDULE / LESSON PLAN

LOL HOL ** At
end of
semest
er
(Highe
Topic & (Lower please
r
Learning Order update
Order
Sessi Objective Learni Course Teaching wheth
S.N Lesson Learni Referen
on ng ) Outco Pedagogi er
o. Title ng ) ce
No. me es activity
was
done
LO:
Students
shall able
to
Program
Integration
LO1:
Summarize
CO1
the
Course L CO2 Interactiv
1 L1 relevance - T1, R1,
Overview 1 CO3 e Lecture
of the
CO4
course with
program

2 L2 Module Backgroun CO1 PPT/ T1 –

1: d LO1: L1 Interactiv Pg.No.
Introduc What is the L2 e Lecture 01
tion to C C
Program programmi
ming ng
language,
and who
developed
it?
L2: Explain

7
 the basic
block
diagram of
a computer
and
describe
the
function of
each main
component
.

SDG No: 1

3 Compute
r basics

L1: What
are the
main
component
L3 s of a
computer
system?
L2: Explain T1 –
the L1 Pg.No.
PPT/
difference L2 01
CO1 Interactiv
between R1&R2
e Lecture
primary
memory
and
secondary
memory
with
examples.

4.

Problem L1 CO1 PPT/ T1 –

solving L2 Interactiv Pg.No.
techniqu e Lecture 01
es
R1&R2
LO1: What
L4 is an
algorithm

8
 in problem
solving?
Give a
simple
example.
LO2:
Explain the
difference
between an
algorithm
and a
flowchart
with a
suitable
example
problem.
SDG No: 3
Tokens
LO1: What
are tokens
in C? List
different
types of
tokens
used.
L1
LO2:
L2 PPT/ T1 –
Explain
CO1 Interactiv Pg.No.
5 L5 with
e Lecture 02 - 03
examples
how
identifiers
and
keywords
differ in C
programmi
ng.
SDG No:3

6 L6 Input/ L1 CO1 PPT/ T1 –

Output L2 Interactiv Pg.No.
statement e Lecture 03
s
L1: Name
any two
formatte
d
input/out
put

9
 functions
in C and
mention
their
uses.
L2:
Explain
the
differenc
e
between
scanf()
and
gets()
functions
with
suitable
examples
.

SDG No:3

Structure
of C
program
L1: What is
the basic
structure of
aC
program? L1
PPT/ T1 –
L2: List L2
7 L7 CO1 Interactiv Pg.No.
any four
e Lecture 04
sections
commonl
y present
in a C
program.

SDG No:3

8 L8 Structure L1 CO1 PPT/ T1 –

of C L2 Interactiv Pg.No.
program e Lecture 05
L1: What is
the basic
structure of
aC
program?
L2: List

10
 any four
sections
commonl
y present
in a C
program.

End of Module 1
Module- Type Interactiv
2 Casting CO2
e Lecture
Control
stateme L1: What
nts in is type
C casting in
C
program
ming?
L2:
Explain
the
differenc
9 L9 e PPT/ T1 –
between L1 CO2 Interactiv Pg.No.
implicit L2 e Lecture 19
type
casting
and
explicit
type
casting
with
examples
.

SDG No:4
10 L10 Expressio L1 CO2 PPT/ T1 –
n Interactiv Pg.No.
Evaluation e Lecture 19
L1: What
is an
expressio
n in C
program
ming?
L2:
Explain

11
 how
operator
preceden
ce and
associati
vity
affect the
evaluatio
n of an
expressio
n in C,
with an
example.
SDG No:4

Condition
al :
if, if-else,
nested if-
11 L11 else, and
else-if
ladder
L1: What
is the
purpose of
a
conditiona
l
statement PPT/ T1 –
in C L1 CO2 Interactiv Pg.No.
programm e Lecture 19
ing?
L2:
Explain
the
difference
between
if-else and
else-if
ladder
statement
s with an
example.
SDG No:4
Looping
statement
s: L1
Self- T1 –
12 L12 Entry- L2
controlled
CO2 learning Pg.No.
loops topics 20-30
Examples:
for loop,

12
 while
loop,
L1: Name
two entry-
controlled
loops
used in C
programm
ing.

L2:
Explain
how a for
loop
works as
an entry-
controlled
loop with
an
example.
SDG No:4
Exit-
controlled
loops:

L1: Which
loop in C is
an example
PPT/
of an exit-
Interactiv
controlled L1
e T1 –
loop? L2
13 L13 CO2 Lecture/ Pg.No.
L2: Explain
Participati 30-45
how a do-
ve
while loop
Learning
works as an
exit-
controlled
loop, with
an
example.
SDG No:8
Nested
Loops :
L1: What is
a nested PPT/ T1 –
14 L14 loop? L1 CO2 Interactiv Pg.No.
L2: Explain e Lecture 43
how nested
loops work
with an

13
 example to
display a
multiplicati
on table
from 1 to 5.

SDG No:8
15 L15 Pattern
printing
using
nested
loops:

L1: What is
meant by
nested
loops in the
context of
pattern
PPT/ T1 –
printing?
L1 CO2 Interactiv Pg.No.
L2: Write a
e Lecture 43
program
using
nested
loops to
print the
following
right-
angled
triangle
pattern

SDG No:9
End of Module 2
Interactiv
CO3
e Lecture

One
dimension
Module al Array
3: Arrays L1: What
16 L16 is a one- L1
and PPT/ T1 –
Strings dimensio L2
CO3 Interactiv Pg.No.
nal array e Lecture 44
in C
program
ming?
L2:

14
 Explain
how to
declare,
initialize,
and
access
elements
of a one-
dimensio
nal array
with an
example.

SDG No:9

Array
operations
L1: What is
meant by
array
operations
in C
programmi PPT/
ng? Interactiv
L1
L2 : Explain e T1 –
L2
how to Lecture/ Pg.No.
17 L17 CO3
insert an Technolo 44-45 -
element at gy 53
a specific Enabled
position in Learning
a one-
dimensiona
l array with
an
example.
SDG No:13

18 L18 2D Array L1 CO3 PPT/ T1 –

L1: What is L2 Interactiv Pg.No.

15
 a two-
dimensiona
l array in C
programmi
ng?
L2: Explain
how to
declare and
initialize a
two-
dimensiona e Lecture 54
l array to
store the
marks of 3
students in
4 subjects.

SDG No:13
19 L19 2D Array L1 CO3 Technolo T1 –
operations L2 gy Pg.No.
L1: What Enabled 59
are Learning/
common Active
operation
Learning
s that
can be
performe
d on a
two-
dimensio
nal
array?

L2:
Explain
how to
find the
sum of
all
elements
in a two-
dimensio
nal array
with an
example.
SDG No:15

16
 Strings
and its
operations
L1: What
is a
string in
C
program
ming?
L2:
Explain
how to PPT/ T1 –
L1
20 L20 concaten CO3 Interactiv Pg.No.
L2
ate two e Lecture 75
strings in
C using a
standard
library
function,
with an
example.

SDG No:15
21 L21 String L1 CO3 Technolo T1 –
manipulati L2 gy Pg.No.
on Enabled 75
functions.
Standard Learning
library
string
functions

L1: :
Name any
two
standard
library
functions
used for
string
manipulati
on in C.

L22 L2:
L22 Explain
the
purpose of
strcmp()
and
strcpy()
functions

17
 with
examples.

SDG No:17
Character-
wise string
Technolo
operations L1 T1 –
gy
L2 CO3 Pg.No.
Enabled
77
Learning
SDG No:16
End of Module 3
Categorie
s of
functions

L1: What
are the
different Interactiv
CO4
categorie e Lecture
s of user-
defined
functions
in C

L2: Explain
the
Module
difference
23 L23 4:
Function between
s, functions
with
arguments
and return
PPT/ T1 –
value, and
L1 CO4 Interactiv Pg.No.
functions
e Lecture 97
without
arguments
and
without
return
value, with
examples.
SDG No:15

18
 concept of
modular
programm
ing:
L1: What
is modular
programm
ing?
L2:
Explain
how PPT/ T1 –
24 L24 modular L1 CO4 Interactiv Pg.No.
programm e Lecture 97
ing
improves
code
readability
and
maintaina
bility, with
an
example.
SDG No:15
user
defined
datatypes
L1: Name
two user-
defined
data types
in C.
L2:
Explain PPT/ T1 –
the use of
26 L26 L1 CO4 Interactiv Pg.No.
struct in C
with an e Lecture 100
example
program
to store
and
display
student
informatio
n.
SDG No:16

Structures
L1: What
is a PPT/ T1 –
27 L27 structure L1 CO4 Interactiv Pg.No.
in C e Lecture 100
programm
ing?
L2:

19
 Explain
how to
declare
and
access
members
of a
structure
with an
example.

SDG No:16
28 L28 union
L1: What is
a union in C
programmi
ng?
L2: Explain
the
difference
between a
PPT/ T1 –
structure
L1 CO4 Interactiv Pg.No.
and a union
e Lecture 100
with an
example.

SDG No:17

Pointers L1 CO4 PPT/ T1 –

L2 Interactiv Pg.No.
L1: What e 100
is a
pointer in Lecture/
C Flip Class
programm
ing?
L2:
Explain
how to
declare

20
 and use a
pointer to
access the
value of a
variable,
with an
example.
SDG No:17

File
handling

L1: What
is file
handling
in C
programm
ing?
L2:
Explain
the
difference PPT/ T1 –
L1
between CO4 Interactiv Pg.No.
fopen()
L2
e Lecture 121
modes "r"
and "w"
with
examples.

29 L29

Vulnerabilit
y
Assessment

LO1: What L1
methods L2 PPT/ T1 –
are used to CO4 Interactiv Pg.No.
classify and e Lecture 121-138
prioritize
vulnerabiliti
es
discovered
during an

21
 assessment
?
LO2:
Explain
how to
interpret
the results
of a
vulnerabilit
y scan,
including
false
positives
and false
negatives
SDG No:17

30 L30 Revision
End of Module 4

SDGs – MAPPING:

TABLE 5b: SDGs – MAPPING TABLE

Course Module Topic/Content Mapped SDG(s) Rationale

Introduction to C SDG 4: Quality

Programming: Education
Background,
Module I: Computer basics, Develops computational thinking
Introduction to C Problem solving and basic digital literacy skills
Programming techniques, Tokens, essential for modern education.
I/O statements,
Structure of C
program.

Control statements in SDG 9: Industry,

C: Type Casting, Innovation and Encourages logical thinking and
Expression Evaluation, Infrastructure systematic problem-solving, which
Module: II Control
Conditional and SDG 4: Quality are foundational for technological
statements in C
unconditional Education innovation and engineering
statement, Looping disciplines.
statements.

Module: III: Arrays Arrays and Strings: 1D SDG 4: Quality Strengthens data handling and
and Strings and 2D arrays, Education representation skills crucial for

22
 SDG 8: Decent Work advanced computing and jobs in IT
operations, string
and Economic sectors, promoting lifelong learning
manipulation.
Growth and employability.

Functions, Structures SDG 9: Industry, Promotes modular design and

Module: IV: and Unions, Pointers: Innovation and software development skills that can
Functions, Categories of Infrastructure support digital solutions in industries
Structures and
functions, modular SDG 17: Partnerships and collaborative projects aligned
Unions, Pointers
programming, user- for the Goals with sustainable goals.
defined data types,
file handling.

 UN SDG official descriptions: https://sdgs.un.org/goals

ASSESSMENT SCHEDULE

TABLE 6 ASSESSMENT SCHEDULE

Sl. Course Duration Tentative

Assessment Type Contents Marks Weightage
No. Outcomes In Hours Date
CO1, CO2,
Assessment 1 – Quiz Module 1 to
CO3, CO4 NA 25 15% 23.09.25
1 and Class Test Module 2

Module 1, 2 120
CO1 & 50 25% As per
2 Mid Term Exam Minutes COE
CO2
Assessment 2 – CO1, CO2,
Module 3 to 11.11.2
Activity based CO3, CO4 NA 25 10%
3 Module 4 5
learning
CO1, CO2, As
4 Module 1 to CO3, CO4 180 100 50%
End Term Exam per
Module 4 Minutes
COE

COURSE CLEARANCE CRITERIA:

AS PER ACADEMIC REGULATIONS OF THE UNIVERSITY

MAKEUP EXAM POLICY:

As per the Make-up policy mentions in academic regulation (section 13.0).

23
CONTACT TIMINGS IN THE CHAMBER FOR ANY DISCUSSIONS:

As per the prior appointment from the faculty, students can meet the faculty member. Will be
announced in the class.

SAMPLE THOUGHT PROVOKING QUESTIONS: (Here type sample typical questions for students
’reference, only a few but those few should be thought provoking type)

SAMPLE THOUGHT PROVOKING QUESTIONS:

TABLE 7: SAMPLE THOUGHT PROVOKING QUESTIONS

SL QUESTION MARKS COURSE BLOOM’S LEVEL
NO OUTCOME
NO.

1 1. Explain the structure of a C 5 CO1 Understand

program with a suitable
example. Illustrate the role of
each section clearly.
2. Differentiate between if-else
and switch statements. Give
an example where switch is
more appropriate than if-else.
3. Explain how a two-
dimensional array can be used
to store and process student
marks in different subjects.
Write the general approach.
4. Explain the concept of
modular programming in C.
How do functions help in
achieving modularity? Give an
example.
5. Discuss the difference
between structures and
unions in C with examples

24
 highlighting memory usage.
1. Explain the different types of
looping statements in C (for,
while, and do-while).
Compare them based on
syntax, flow of control, and
suitable use cases. Write
example programs for each
2 loop to display the numbers 10 CO2 Understand
from 1 to 10.
2. Write a program using nested
if-else statements to find the
largest of three numbers
entered by the user. Explain
the logic of the program in
detail and illustrate the flow
using a flowchart.
4 1. Analyze the algorithm you 10 CO3 Analyze
would use to find both the
maximum and minimum
values in a one-dimensional
array of integers. Discuss how
the algorithm's efficiency can
be improved, and identify
possible pitfalls if the array
contains duplicate extreme
values.
2. Given a string processing
program that counts vowels,
consonants, digits, and special
characters, analyze how the
program can be modified to
handle mixed-case input and
Unicode characters efficiently.
Compare this approach to the
standard ctype.h functions in
C.
3. Analyze the steps involved in
transposing a two-
dimensional matrix. Discuss
the implications of performing
this operation in-place versus
using an auxiliary matrix.
Compare the memory and
time complexity of both
approaches, and suggest
scenarios where each would

25
 be preferred.

1. Design a C program to
manage student records using
structures. Your program
should include the following
features:
i. Accept and store details
such as name, roll
number, and marks in 3
subjects for n students.
ii. Calculate the total and
average marks for each
student.
iii. Display the student
details along with total
and average.
iv. Analyze the advantages of
using structures for this
problem compared to
using separate arrays.
Evaluate how this
approach improves code
5 20 CO4 Analyze
readability and
maintainability.
2. Write a C program using file
handling to perform the
following tasks:
I. Accept data (name, employee
ID, salary) for n employees
and write them to a file.
II. Read the file content and
display all employee details.
III. Find and display the details of
the employee with the
highest salary.
IV. Analyze the importance of file
handling in real-world
applications. Evaluate the
challenges that may arise
when handling large data
files, and suggest possible
solutions to overcome them.

TARGET SET FOR COURSE OUTCOME ATTAINMENT:

26
 TABLE 8: TARGET SET FOR ATTAINMENT OF EACH CO AND ATTAINMENT ANALYSIS AFTER RESULTS
Sl.no C.O. Course Outcomes Threshold Target set Actual C.O. Remarks on
No. Set for for Attainment attainment
the CO attainment In &Measures
in Percentage to enhance
percentage the
attainment

* *
01 CO1 Identify the solution to the
problem through
programming
75% 75%

02 CO2 Apply the basic concepts

and control structures of
programming to solve the
problem 70% 70%

03 CO3 Interpret the concepts of

array and strings to
represent data and its
operations. 65% 65%

04 CO4 Demonstrate the concepts

of functions, structures
and unions in solving the
related 65% 65%

Signature of the course Instructor In-Charge (s): Dr.Sharmasth Vali Y

APPROVAL:

This course has been duly verified Approved by the D.A.C.

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Signature of the Chairperson D.A.C.

Name and signature of the Instructor In-Charge (s) AFTER completing entries in Table number 3 and 8 at
end of semester:

Name and signature of the DAC Chairperson AFTER completing entries in Table number 3 and 8 at end of
semester:

BLOOM'S TAXONOMY SAMPLE VERBS

Learning Outcomes Verbs at Each Bloom Taxonomy Level to be used for writing the course Outcomes.

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The 17 Sustainable Development Goals (SDGs):

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SDG Goal Title Relevance to CSE

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 Data analytics, AI, and mobile technologies to deliver financial
SDG 1 No Poverty
inclusion, aid distribution, and policy planning.

IoT and AI for precision agriculture, crop monitoring, and food

SDG 2 Zero Hunger
distribution optimization.

Good Health and Well- Health informatics, AI in diagnostics, wearable technologies, and
SDG 3
being telemedicine platforms.

E-learning platforms, AI-driven personalized learning, MOOCs, and

SDG 4 Quality Education
inclusive digital education solutions.

Tech-enabled platforms to empower women, promote inclusivity,

SDG 5 Gender Equality
and eliminate gender bias in algorithms.

Clean Water and IoT systems for water quality monitoring, smart grids for sanitation
SDG 6
Sanitation infrastructure.

Affordable and Clean Smart grid technologies, energy forecasting using AI, and
SDG 7
Energy optimization algorithms for energy management.

Decent Work and Automation, digital platforms for remote work, and upskilling via
SDG 8
Economic Growth online learning platforms.

Industry, Innovation, and Core area for CSE – development of intelligent systems, robotics,
SDG 9
Infrastructure IoT, and scalable cloud infrastructures.

Accessible tech, language translation tools, and inclusive design for

SDG 10 Reduced Inequalities
marginalized communities.

Sustainable Cities and Smart city solutions, traffic optimization, urban planning via GIS
SDG 11
Communities and AI technologies.

Responsible Consumption Blockchain for supply chain transparency, optimization algorithms

SDG 12
and Production for resource management.

AI and big data for climate modeling, environmental monitoring

SDG 13 Climate Action
systems using IoT sensors.

Remote sensing, data science for marine biodiversity and pollution

SDG 14 Life Below Water
tracking.

AI for wildlife monitoring, satellite image processing, deforestation

SDG 15 Life on Land
tracking with computer vision.

Peace, Justice and Strong Cybersecurity, e-Governance platforms, blockchain for transparent
SDG 16
Institutions systems, digital forensics.

Open-source collaboration, global research networks, cloud-based

SDG 17 Partnerships for the Goals
development environments.

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