Department

Of
Computer Science & Engineering
Data Structure & Algorithm Lab manual

RCC Institute of Information Technology

Affiliated to Maulana Abul Kalam Azad University of Technology (erstwhile WBUT)
and
Approved by AICTE

Unit of an Autonomous Society of Department of Higher Education,

Govt. of West Bengal
Canal South Road, Beliaghata, Kolkata – 700015 West Bengal,India
Phone: +91 33 2323 2463 Fax: +91 33 2323 4668
www.rcciit.org

________________________ _________________________
Course Coordinator HOD ,CSE

Prepared by: Approved & Reviewed Issued by: W.E.F Date:

by:

Sk. Mazharul Rajib Saha , HOD, Dept HOD, July 2018

Islam of CSE Department of
Asst. Prof, Dept CSE
of CSE
© Department of Computer Science & Engineering, RCCIIT, Kolkata
DS Lab Manual Department of Computer Science and Engineering

Department of Computer Science and Engineering

OUR MISSON:
To develop as a national level accomplished department of excellence in Computer Science and
Engineering in terms of education, learning and research environment that will mould students
into becoming innovative engineers, competent at solving real world problems in industry and
commerce with leadership, result orientation, and high ethical standards.

OUR VISION:

We aspire to prepare world class computing professionals who can blossom into truly global
leaders.

______________________________________________________________________

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DS Lab Manual Department of Computer Science and Engineering

(In accordance with WBUT syllabus)

SUBJECT : Data Structure LAB

SUBJECT CODE : CS 392

SEMESTER : III

STREAM : CSE

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INDEX
SL. No. CONTENT Page No.

1 Introduction About Lab 4

2 Guidelines to Students 4

3 PO and PEO of the Department 5

Course outcome of the Lab & correlation of course 6

4
outcome with PO of the department

List of Lab Exercises as per University Syllabus 7

5
(WBUT)

List of Additional Lab Exercises to meet PO 10

6
(CSE,RCCIIT)

7 Sample solutions for Lab Exercises 11

8 Sample Lab Reports 35

9 Summary of Lab Reports 36

10 Assignment Evolution Report 46

Assessment Tools(Direct Tools and Indirect Tools) 54

Direct Tools
 Performance of the experiment in the lab
 Lab Report
 Programming knowledge
 Attendance
 Viva
11
Indirect Tools
 Team Work
 Ethics
 Punctuality
 Micro projects
 Faculty & staff satisfaction (semester exit) survey of
students
 Employer Survey
Rubrics on assessment Tools (Checklist and Analytical 57
12
Rubrics)

13 List of Micro projects 69

Details of Micro projects of previous years 70

14  Allotment details
 Award List
15 References 77

_______________________________________________________

Signature of the Course Coordinator

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DS Lab Manual Department of Computer Science and Engineering

(Sk. Mazharul Islam , Asst. Prof , Dept of CSE)

1.INTRODUCTION ABOUT LAB

There are 38 systems (DELL) installed in this Lab. Their configurations are as follows:
Processor : INTEL® Core™ i5-3570 CPU @ 3.40 GHz 0 GHz. &
INTEL® Core™ i7-6700 CPU @ 3.40 GHz x 8
RAM : 4 GB (DDR2)

Hard Disk : 500 GB

Monitor : DELL 17” LED Monitor

Mouse : USB Optical Mouse.

Key Board : Frontech & DELL Multimedia Key Board

2. Guideline to Students :
1 Equipment in the lab for the use of student community. Students need to maintain a proper
decorum in the computer lab. Students must use the equipment with care. Any damage is caused
is punishable.

2 Students are required to carry their observation / programs book with completed exercises while
entering the lab.

3 Students are supposed to occupy the machines allotted to them and are not supposed to talk or
make noise in the lab. The allocation is put up on the lab notice board.

4 Lab can be used in free time / lunch hours by the students who need to use the systems should
take prior permission from the lab in-charge.

5 Lab records need to be submitted on or before date of submission.

6 Students are not supposed to use pen drives and CDs/DVDs.

7 All the students must wear ID cards, leave their foot wear out side the lab and must come with a
formal dress code.

8 Doesn’t bring bags inside the lab.

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3. PO and PEO of CSE Department

PO:
PO 1. Engineering Knowledge: Apply knowledge of mathematics, science, computer engineering
fundamentals and computer science specialization to the solution of complex computing engineering
problems.

PO 2. Problem Analysis: Identify, formulate, research literature and analyze complex computer
engineering problems using first principles of mathematics, natural sciences and computer
engineering sciences for reaching advanced real life solutions.

PO 3. Design/ Development of Solutions: Design solutions for complex computer engineering

problems and design system components or processes that meet specified needs with appropriate
consideration for meeting socio-economic viable aspects like public health and safety, cultural, societal
and environmental considerations.
PO 4. Conduct investigations of complex computer problems using research-based knowledge and
research methods including design of experiments, analysis and interpretation of data and synthesis of
information to provide valid conclusions and design of parts, subsystems, systems and/or processes to
meet specific needs.
PO 5. Modern Tool Usage: Create, select and apply appropriate techniques, resources and modern
engineering and IT tools including prediction and modeling to complex computer engineering
activities with an understanding of the limitations.
PO 6. Environment and Sustainability: Understand the impact of professional engineering
solutions in societal and environmental contexts utilizing contextual knowledge to assess societal,
health, safety, legal and cultural issues and demonstrate knowledge of and need for sustainable
development.
PO 7. Ethics: Apply ethical principles for fulfillment of professional ethics and responsibilities and
norms of engineering practice. By providing a written code of conduct from the very first day of their
career.

PO 8. Individual and Team Work: Function effectively as an individual, and as a member or leader in
diverse teams and in multi disciplinary settings.

PO 9. Communication: Communicate effectively on complex engineering activities with the

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

PO 10. Project Management and Finance: Demonstrate knowledge and understanding of 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.

PO 11. 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.(NBA’s plus)
participate and succeed in competitive examinations for PG programs & Govt. services.
PEO:
1. To educate graduates to work professionally in computing profession.
2. To educate graduates to analyze data, design, and conduct experiments using
modern engineering tools.
3. To train graduates to lead in multinational, multicultural, and multi-disciplinary
teams.
4. To understand the impact of Computer science & engineering solution in a global
and societal context.
5. To encourage graduates to pursue higher education and research.
6. To develop graduates to communicate effectively with the technical fraternity and
the people at large.

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DS Lab Manual Department of Computer Science and Engineering

7. To demonstrate code of conduct and ethics while performing given tasks.

4. Course outcome of the Lab & correlation of course outcome with PO of the department

Course Outcomes (COs):-

CO1 Design and employ appropriate data structures for solving computing problems.
CO2 Analyze and compare the efficiency of algorithms like different types of sorting (Bubble sort, quick
sort, merge sort, heap sort, radix sort) and different types of searching like ( linear, binary, interpolation).
CO3 Investigate critically for improvement in solutions.

Correlation between Course Outcomes (COs) with POs

POs
COs
1 2 3 4 5 6 7 8 9 10 11

CO1 S S S - M - - M - M M

CO2 S S S - M - - M - M M

S S S - M - - M - M M
CO3
 S=Strong, M=Moderate and W=Weak

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5. LIST OF LAB EXERCISES:

Sl No. Experiment Name of the Program Related COs

No.

Day-1 (1D Array)

1 Experiment 1 Create a 1D array and insert an element in that array. CO1

2 Experiment 2 Create a 1D array and delete an element from that array. CO1
3 Experiment 3 Creation of 1D array dynamically. CO1,CO3
A1 Assignment 1 Creation of 1D array dynamically & insert, delete elements CO1,CO3
after creation.

Day-2 (2D Array)

4 Experiment 1 Creation of a 2D array dynamically. CO1,CO3

5 Experiment 2 Creation of a 2D array (with different column size) CO1,CO3
dynamically.

Day-3 ( Sparse Matrix)

6 Experiment 1 Creation of the shortcut form of a sparse Matrix CO1,CO3

7 Assignment 2 Addition of two sparse matrices using shortcut CO1,CO3
representation

Day-4 (Singly Linked List)

7 Experiment 1 To implement the operations like create, count, reverse and CO1,CO3
display in a singly linked list.
8 Experiment 2 To implement the operations like create insert at head, CO1,CO3
insert after, insert before, insert at end, in a singly linked
list.
9 Experiment 3 To implement the operations like create and delete at head, CO1,CO3
delete at end, delete with respect to position, delete with
respect to value in a
Singly linked list.

Day-5 (Doubly Linked List)

10 Experiment 1 To implement the operations like create, count, reverse and CO1,CO3
display in a doubly linked list.
11 Experiment 2 To implement the operations like create insert at head, CO1,CO3
insert after, insert before, insert at end, in a doubly linked
list.
12 Experiment 3 To implement the operations like create and delete at head, CO1,CO3
delete at end, delete with respect to position, delete with
respect to value in a
Doubly linked list.

Day-6 (Circular Linked List)

13 Experiment 1 To implement the operations like create, count, reverse and CO1,CO3

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display in a circular linked list.

14 Experiment 2 To implement the operations like create insert at head, CO1,CO3
insert after, insert before, insert at end, in a circular linked
list.
15 Experiment 3 To implement the operations like create and delete at head, CO1,CO3
delete at end, delete with respect to position, delete with
respect to value in a
Circular linked list.

Day-7 (Polynomial representation and operations using linked list )

15 Experiment 1 Polynomial representation using link list. CO1,CO3

16 Experiment 2 Addition of two Polynomial using link list. CO1,CO3
A5 Assignment 3 Multiplication of two Polynomial using link list. CO1,CO3

Day-8 (Stack – implementation and Expression evaluation)

17 Experiment 1 Implementation of stack using array. CO1,CO3

18 Experiment 2 Implementation of stack using link list. CO1,CO3
19 Experiment 3 Convert an infix expression to corresponding postfix and CO1,CO3
prefix expression.(iterative method)

A6 Assignment 4 Convert an infix expression to corresponding postfix and CO1,CO3

prefix expression.(recursive method)

Day-9 (Queue)

20 Experiment 1 Implementation Queue using Array. CO1,CO3

21 Experiment 2 Implementation Queue using Link List. CO1,CO3
22 Experiment 3 Implement Circular-Queue. (using array/link list). CO1,CO3
A7 Assignment 5 Implement D-Queue.(using array/link list) CO1,CO3

Day 10 (Searching & Hashing)

23 Experiment 1 Liner Search using recursion. CO1,CO2,CO3

24 Experiment 2 Binary Search using recursion. CO1,CO2,CO3
25 Experiment 3 Implementation of mid square hash function. CO1,CO2,CO3
A9 Assignment 6 Liner Search using iteration. CO1,CO2,CO3
A10 Assignment 7 Binary Search using iteration. CO1,CO2,CO3
A11 Assignment 8 Interpolation Search using recursion/iteration CO1,CO2,CO3

Day - 11 (Sorting)

26 Experiment 1 Implementation of Bubble Sort. CO1,CO2,CO3

27 Experiment 4 Implementation Insertion Sort. CO1,CO2,CO3
28 Experiment 2 Implementation of Quick Sort. CO1,CO2,CO3
29 Experiment 5 Implementation of Merge Sort. CO1,CO2,CO3
A12 Assignment 9 Implementation of Selection Sort. CO1,CO2,CO3
A13 Assignment 10 Implementation of Heap Sort. CO1,CO2,CO3

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A14 Assignment 11 Implementation of Radix Sort. CO1,CO2,CO3

Day-12 (Tree)

30 Experiment 1 Implement a Binary Search Tree. CO1,CO3

31 Experiment 2 Traverse a Binary Search Tree (Inorder, Poetorder, CO1,CO3
Preeorder) (RECURSIVE)
32 Assignment 12 Implement and traverse a Threaded Binary Tree. CO1,CO3
33 Assignment 13 Implement an AVL Tree. CO1,CO3

Day-13 (Graph)

34 Experiment 1 Implement BFS. CO1,CO3

35 Experiment 2 Implementaion of Dishktra algorithm CO1,CO3
36 Experiment 2 Implementaion of shortest path algorithm CO1,CO3
49 Assignment 14 Implement DFS. CO1,CO3

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6 List of Additional Lab Exercises to meet PO (CSE,RCCIIT):

Sl. Experiment Name of the program Related COs

No Number
1 Experiment 1 Factorial using recursion. CO1,CO3
2 Experiment 2 GCD using recursion. CO1,CO3
3 Experiment 3 Implement Fibonacci series using recursion. CO1,CO3
4 Experiment 4 Tower Of Hanoi using recursion. CO1,CO3
5 Experiment 5 Dynamically allocate memory for 3D array. CO1,CO3

6 Experiment 6 Multiplication of two sparse matrix using shortcut CO1,CO3

representations
7 Experiment 7 Factorial using tail recursion. CO1,CO3
8 Experiment 8 GCD using tail recursion. CO1,CO3
9 Experiment 9 To implement the operations like create, count, reverse and CO1,CO3
display in a doubly circular linked list.
10 Experiment 10 Evaluate an Postfix expression CO1,CO3
11 Experiment 11 Evaluate an Prefix expression CO1,CO3
12 Experiment 12 Implement Priority-Queue. (using link list). CO1,CO3
13 Experiment 13 Implementations of mid square hash function. CO1,CO3
14 Experiment 14 Implementation of modulo hash function. CO1,CO3
15 Experiment 15 Implementation of collision resolution technique (separate CO1,CO3
chaining).
16 Experiment 16 Implementation of Efficient Bubble Sort (time complexity O(n)) CO1,CO3
17 Experiment 17 Traverse a Binary Search Tree (Inorder, Postorder, Preeorder) CO1,CO3
(NON RECURSIVE)
18 Experiment 18 Implement 8 queen puzzle. CO1,CO3

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7. Sample solutions for Lab Exercises

Sample explanation 1: Array
C programming language provides a data structure called the array, which can store
a fixed-size sequential collection of elements of the same type. An array is used to
store a collection of data, but it is often more useful to think of an array as a collection
of variables of the same type.

Instead of declaring individual variables, such as number0, number1, ..., and

number99, you declare one array variable such as numbers and use numbers[0],
numbers[1], and ..., numbers[99] to represent individual variables. A specific element
in an array is accessed by an index.

All arrays consist of contiguous memory locations. The lowest address corresponds
to the first element and the highest address to the last element.

Declaring Arrays

To declare an array in C, a programmer specifies the type of the elements and the
number of elements required by an array as follows:

type arrayName [ arraySize ];

This is called a single-dimensional array. The arraySize must be an integer constant
greater than zero and type can be any valid C data type. For example, to declare a 10-
element array called balance of type double, use this statement:
double balance[10];
Now balance is avariable array which is sufficient to hold upto 10 double numbers.

Initializing Arrays

You can initialize array in C either one by one or using a single statement as follows:

double balance[5] = {1000.0, 2.0, 3.4, 7.0, 50.0};

The number of values between braces { } can not be larger than the number of
elements that we declare for the array between square brackets [ ].

If you omit the size of the array, an array just big enough to hold the initialization is
created. Therefore, if you write:

double balance[] = {1000.0, 2.0, 3.4, 7.0, 50.0};

You will create exactly the same array as you did in the previous example. Following
is an example to assign a single element of the array:

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balance[4] = 50.0;

The above statement assigns element number 5th in the array with a value of 50.0.
All arrays have 0 as the index of their first element which is also called base index
and last index of an array will be total size of the array minus 1. Following is the
pictorial representation of the same array we discussed above:

Accessing Array Elements

An element is accessed by indexing the array name. This is done by placing the index
of the element within square brackets after the name of the array. For example:

double salary = balance[9];

The above statement will take 10th element from the array and assign the value to
salary variable. Following is an example which will use all the above mentioned
three concepts viz. declaration, assignment and accessing arrays:

#include <stdio.h>

int main ()
{
int n[ 10 ]; /* n is an array of 10 integers */
int i,j;

/* initialize elements of array n to 0 */

for ( i = 0; i < 10; i++ )
{
n[ i ] = i + 100; /* set element at location i to i + 100 */
}

/* output each array element's value */

for (j = 0; j < 10; j++ )
{
printf("Element[%d] = %d\n", j, n[j] );
}

return 0;
}

When the above code is compiled and executed, it produces the following result:

Element[0] = 100
Element[1] = 101
Element[2] = 102
Element[3] = 103
Element[4] = 104
Element[5] = 105
Element[6] = 106
Element[7] = 107
Element[8] = 108

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Element[9] = 109

Sample experiment 1:
1.AIM : To implement 2D array dynamically
2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:
There are two primary ways to dynamically create a 2D array. The following two pieces of code will
dynamically create an MxN 2D array, where M is the size of the first dimension, and N is the size of the
second dimension. When creating a dynamic 2D array using the pointer to a pointer to data method, first
create a 1D array dynamically by declaring a pointer and allocating a variable amount of memory to that
pointer. The pointer then points to the first element of the array, and the data that it points to can be
retrieved by using array[0], array[1], etc.

You can think of a 2D array as an array of 1D arrays. So memory is first allocated to 'table' for an array of
pointers. Each of these pointers then has memory allocated to them to hold the data of the array. You can
then access data using array notation table[0][0], table[0][1], etc.
3.2 Designing the Solution:

3.3 source code

#include<stdio.h>
#include<conio.h>
#include<malloc.h>
void dynamic_array (int**,int,int);
void display(int**,int,int);
int main()
{
int **a,row,column;
printf("\n enter how many row:");
scanf("%d",& row);
a=(int **)malloc(sizeof(int)*row);
printf("\n how many column:");
scanf("%d",&column);
dynamic_array(a,row,column);
display(a,row,column);
getch();
return 0;
}
void dynamic_array(int **a,int row,int column)
{
int i,j;
for(i=0;i<row;i++)

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{
a[i]=(int*)malloc(sizeof(int)*column);
}
for(i=0;i<row;i++)
{
for(j=0;j<column;j++)
{
printf("a[%d][%d]=",i+1,j+1);
scanf("%d",&a[i][j]);
}
}
}
void display(int **a,int row,int column)
{
int i,j;
printf("\n the array elements are:\n");
for(i=0;i<row;i++)
{
for(j=0;j<column;j++)
{
printf("a[%d][%d]=%d\t",i+1,j+1,a[i][j]);
}
printf("\n");
}
}
4.Result:

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Sample explanation 2: Sparse Matrix

In data structure and numerical analysis, a sparse matrix is a matrix in which most of the elements are
zero. By contrast, if most of the elements are nonzero, then the matrix is considered dense. The fraction of
zero elements (non-zero elements) in a matrix is called the sparsity (density).
Conceptually, sparsity corresponds to systems which are loosely coupled. Consider a line of balls
connected by springs from one to the next: this is a sparse system as only adjacent balls are coupled. By
contrast, if the same line of balls had springs connecting each ball to all other balls, the system would
correspond to a dense matrix. The concept of sparsity is useful in combinatorics and application areas
such asnetwork theory, which have a low density of significant data or connections.
Large sparse matrices often appear in scientific or engineering applications when solving partial
differential equations.
When storing and manipulating sparse matrices on a computer, it is beneficial and often necessary to use
specialized algorithms and data structures that take advantage of the sparse structure of the matrix.
Operations using standard dense-matrix structures and algorithms are slow and inefficient when applied
to large sparse matrices as processing and memory are wasted on the zeroes. Sparse data is by nature
more easily compressed and thus require significantly less storage. Some very large sparse matrices are
infeasible to manipulate using standard dense-matrix algorithms.
Storing a sparse matrix
A matrix is typically stored as a two-dimensional array. Each entry in the array represents an
element ai,j of the matrix and is accessed by the two indices i and j. Conventionally, i is the row index,
numbered from top to bottom, and j is the column index, numbered from left to right. For
an m × n matrix, the amount of memory required to store the matrix in this format is proportional
to m × n (disregarding the fact that the dimensions of the matrix also need to be stored).
In the case of a sparse matrix, substantial memory requirement reductions can be realized by storing only
the non-zero entries. Depending on the number and distribution of the non-zero entries, different data
structures can be used and yield huge savings in memory when compared to the basic approach. The
caveat is the accessing the individual elements becomes more complex and additional structures are
needed to be able to recover the original matrix unambiguously.
Formats can be divided into two groups:
 Those that support efficient modification, such as DOK (Dictionary of keys), LIL (List of lists), or
COO (Coordinate list). These are typically used to construct the matrices.
 Those that support efficient access and matrix operations, such as CSR (Compressed Sparse Row)
or CSC (Compressed Sparse Column).
Dictionary of keys (DOK)
DOK consists of a dictionary that maps (row, column)-pairs to the value of the elements. Elements that
are missing from the dictionary are taken to be zero. The format is good for incrementally constructing a
sparse matrix in random order, but poor for iterating over non-zero values in lexicographical order. One
typically constructs a matrix in this format and then converts to another more efficient format for
processing.[1]
List of lists (LIL)
LIL stores one list per row, with each entry containing the column index and the value. Typically, these
entries are kept sorted by column index for faster lookup. This is another format good for incremental
matrix construction.[2]
Coordinate list (COO)
COO stores a list of (row, column, value) tuples. Ideally, the entries are sorted (by row index, then
column index) to improve random access times. This is another format which is good for incremental
matrix construction.[3]
Yale
The Yale sparse matrix format stores an initial sparse m × n matrix, M, in row form using three (one-

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dimensional) arrays (A, IA, JA). Let NNZ denote the number of nonzero entries in M. (Note that unlike in
ordinary mathematics, zero-based indices shall be used here.)
 The array A is of length NNZ and holds all the nonzero entries of M in left-to-right top-to-bottom
("row-major") order.
 The array IA is of length m + 1 and contains the index in A of the first element in each row,
followed by the total number of nonzero elements NNZ. IA[i] contains the index inA of the first
nonzero element of row i. Row i of the original matrix extends from to A[IA[i + 1]
− 1], i.e. from the start of one row to the last index before the start of the next. The last
entry, IA[m], must be the number of elements in A.[4]
 The third array, JA, contains the column index in M of each element of A and hence is of
length NNZ as well.
For example, the matrix

is a 4 × 4 matrix with 4 nonzero elements, hence

A =[5836]
IA = [ 0 0 2 3 4 ]
JA = [ 0 1 2 1 ]
So, in array JA, the element "5" from A has column index 0, "8" and "6" have index 1, and element "3" has
index 2.
In this case the Yale representation contains 16 entries, compared to only 12 in the original matrix. The
Yale format saves on memory only when NNZ < (m (n − 1) − 1) / 2. Another example, the matrix

is a 4 × 6 matrix (24 entries) with 8 nonzero elements, so

A = [ 10 20 30 40 50 60 70 80 ]
IA = [ 0 2 4 7 8 ]
JA = [ 0 1 1 3 2 3 4 5 ]
The whole is stored as 21 entries.
 IA splits the array A into rows: (10, 20) (30, 40) (50, 60, 70) (80);
 JA aligns values in columns: (10, 20, ...) (0, 30, 0, 40, ...)(0, 0, 50, 60, 70, 0) (0, 0, 0, 0, 0, 80).
Note that in this format, the first value of IA is always zero and the last is always NNZ, so they are in
some sense redundant. However, they can make accessing and traversing the array easier for the
programmer.
Sample experiment 2:
1. AIM: Representation of sparse matrix in a vector form to improve the space and time
complexity
2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:
Structure used for sparse matrix storage should provide following functionality:
 maintain list of nonzero elements and their values
 retrieve element by its indexes i/j
 enumerate all nonzero elements in the matrix
3.2 Code
#include<stdio.h>
#include<conio.h>
#define MAXROW 10

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#define MAXCOL 10
int sparse[MAXROW][MAXCOL];
int vector[30][3];
void sparsematrix(int,int);
void generate_vector(int,int);
int main ()
{
int r,c,i,j;
printf("\n\tEnter The no.of rows:");
scanf("%d",&r);
if(r>MAXROW)
{
printf("\n\tNomber of rows should be <=10");
exit(0);
}
printf ("\n\tEnter the no.of cols:");
scanf("%d",&c);
if(c>MAXCOL)
{
printf("\n\tNo. of cols. should be<=10");
exit(0);
}
sparsematrix(r,c);
getch();
return 0;
}
void sparsematrix(int r,int c)
{
int i,j;
printf ("\n\tEnter the elements->");
for(i=0;i<r;i++)
{
for(j=0;j<c;j++)
{
printf("\n\telement:->");
fflush(stdin);
scanf("%d",&sparse[i][j]);
}
} generate_vector(r,c);
}
/*FOR CHANGING THE MATRIX*/
void generate_vector(int r,int c)
{
int i,j,p=1;
/*Scaning the sparse matrix*/
for(i=0;i<r;i++)
{
for(j=0;j<c;j++)
{
if(sparse[i][j]!=0)
{ vector[p][0]=i; vector[p][1]=j; vector[p][2]=sparse[i][j]; p++;
}
}
}
/*Filling the header information*/
vector[0][0]=r; vector[0][1]=c; vector[0][2]=p-1;
printf("\n\tRow Col value");

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/*Printing the vector representation*/

for(i=0;i<p;i++)
printf("\n\t%d\t%d\t%d",vector[i][0],vector[i][1],vector[i][2]);
}

Sample explanation 3: Recursion

Recursion is the process of repeating items in a self-similar way. For instance, when the surfaces of two
mirrors are exactly parallel with each other, the nested images that occur are a form of infinite recursion.
The term has a variety of meanings specific to a variety of disciplines ranging from linguistics to logic.
The most common application of recursion is in mathematics and computer science, in which it refers to a
method of defining functions in which the function being defined is applied within its own definition.
Specifically, this defines an infinite number of instances (function values), using a finite expression that
for some instances may refer to other instances, but in such a way that no loop or infinite chain of
references can occur. The term is also used more generally to describe a process of repeating objects in a
self-similar way.
Formal definitions of recursion

Recursion in a screen recording program, where the smaller window contains a snapshot of the entire
screen.
In mathematics and computer science, a class of objects or methods exhibit recursive behavior when they
can be defined by two properties:
1. A simple base case (or cases)
2. A set of rules that reduce all other cases toward the base case
For example, the following is a recursive definition of a person's ancestors:
 One's parents are one's ancestors (base case).
 The ancestors of one's ancestors are also one's ancestors (recursion step).
The Fibonacci sequence is a classic example of recursion:

Sample experiment 3:
1. AIM: Write an algorithm to compute factorial of a given number using recursion
2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:
FUNCTION FACTORIAL (N: INTEGER): INTEGER
(* RECURSIVE COMPUTATION OF N FACTORIAL *)

BEGIN
(* TEST FOR STOPPING STATE *)
IF N <= 0 THEN
FACTORIAL := 1
ELSE
FACTORIAL := N * FACTORIAL(N - 1)
END; (* FACTORIAL *)

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3.2 Code:
#include<stdio.h>
#include<conio.h>
long int fact(int);
int main()
{
int n;
long int c;
printf("\n enter the number(must be positive integer):");
scanf("%d",&n);
c=fact(n);
printf("\n the factorial of %d no is->%ld",n,c);
getch();
return 0;
}
long int fact(int n)
{
if(n==0)
return 1;
else if(n==1)
return n;
else
return n*fact(n-1);
}
3.3: Result

Factorial using tail recursion :

long int fact1(int n,long int r)
{
if(n==0)
return 1;
else if(n==1)
return r;
else
return fact1(n-1,n*r);
}

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Sample explanation 4: Linked List

In computer science, a linked list is a data structure consisting of a group of nodes which together
represent a sequence. Under the simplest form, each node is composed of a data and a reference (in other
words, a link) to the next node in the sequence; more complex variants add additional links. This
structure allows for efficient insertion or removal of elements from any position in the sequence.

A linked list whose nodes contain two fields: an integer value and a link to the next node. The last node is linked to a
terminator used to signify the end of the list.
Linked lists are among the simplest and most common data structures. They can be used to implement
several other common abstract data types, including lists (the abstract data
type), stacks, queues, associative arrays, and S-expressions, though it is not uncommon to implement the
other data structures directly without using a list as the basis of implementation.
The principal benefit of a linked list over a conventional array is that the list elements can easily be
inserted or removed without reallocation or reorganization of the entire structure because the data items
need not be stored contiguously in memory or on disk. Linked lists allow insertion and removal of nodes
at any point in the list, and can do so with a constant number of operations if the link previous to the link
being added or removed is maintained during list traversal.
On the other hand, simple linked lists by themselves do not allow random access to the data, or any form
of efficient indexing. Thus, many basic operations — such as obtaining the last node of the list (assuming
that the last node is not maintained as separate node reference in the list structure), or finding a node that
contains a given datum, or locating the place where a new node should be inserted — may require
scanning most or all of the list elements. The advantages and disadvantages of using linked lists are as
follows:-
Advantages:
 Linked lists are a dynamic data structure, allocating the needed memory when the program is
initiated.
 Insertion and deletion node operations are easily implemented in a linked list.
 Linear data structures such as stacks and queues are easily executed with a linked list.
 They can reduce access time and may expand in real time without memory overhead.
Disadvantages:
 They have a tendency to waste memory due to pointers requiring extra storage space.
 Nodes in a linked list must be read in order from the beginning as linked lists are
inherently sequential access.
 Nodes are stored incontiguously, greatly increasing the time required to access individual
elements within the list.
 Difficulties arise in linked lists when it comes to reverse traversing. Singly linked lists are
extremely difficult to navigate backwards, and while doubly linked lists are somewhat easier to
read, memory is wasted in allocating space for a back pointer.

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Singly linked list:

Singly linked lists contain nodes which have a data field as well as a next field, which points to the next
node in line of nodes.The following operations that can be performed on Singly linked lists. They are
Insertion,deletion and traversal.

A singly linked list whose nodes contain two fields: an integer value and a link to the next node

Doubly linked list:

In a doubly linked list, each node contains, besides the next-node link, a second link field pointing to
the previous node in the sequence. The two links may be called forward(s) and backwards,
or next and prev(previous).

A doubly linked list whose nodes contain three fields: an integer value, the link forward to the next node, and the
link backward to the previous node
A technique known as XOR-linking allows a doubly linked list to be implemented using a single link
field in each node. However, this technique requires the ability to do bit operations on addresses, and
therefore may not be available in some high-level languages.

Multiply linked list:

In a multiply linked list, each node contains two or more link fields, each field being used to connect the
same set of data records in a different order (e.g., by name, by department, by date of birth, etc.). While
doubly linked lists can be seen as special cases of multiply linked list, the fact that the two orders are
opposite to each other leads to simpler and more efficient algorithms, so they are usually treated as a
separate case.

Circular Linked list:

In the last node of a list, the link field often contains a null reference, a special value used to indicate the
lack of further nodes. A less common convention is to make it point to the first node of the list; in that
case the list is said to be 'circular' or 'circularly linked'; otherwise it is said to be 'open' or 'linear'.

A circular linked list

In the case of a circular doubly linked list, the only change that occurs is that the end, or "tail", of the said
list is linked back to the front, or "head", of the list and vice versa.

Sentinel nodes:
In some implementations, an extra sentinel or dummy node may be added before the first data record
and/or after the last one. This convention simplifies and accelerates some list-handling algorithms, by
ensuring that all links can be safely dereferenced and that every list (even one that contains no data
elements) always has a "first" and "last" node.

Empty lists:
An empty list is a list that contains no data records. This is usually the same as saying that it has zero
nodes. If sentinel nodes are being used, the list is usually said to be empty when it has only sentinel
nodes.
Hash linking:
The link fields need not be physically part of the nodes. If the data records are stored in an array and
referenced by their indices, the link field may be stored in a separate array with the same indices as the
data records.
List handles:
Since a reference to the first node gives access to the whole list, that reference is often called
the address, pointer, or handle of the list. Algorithms that manipulate linked lists usually get such
handles to the input lists and return the handles to the resulting lists. In fact, in the context of such

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algorithms, the word "list" often means "list handle". In some situations, however, it may be convenient to
refer to a list by a handle that consists of two links, pointing to its first and last nodes.
Combining alternatives:
The alternatives listed above may be arbitrarily combined in almost every way, so one may have circular
doubly linked lists without sentinels, circular singly linked lists with sentinels, etc.

Sample experiment 4:

1. AIM:
To implement the operations (insert,insert after,insert before ,delete after ,delete before) and
display the whole link list.

2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:
To insert the set of data, we use the link list data structure, we would like to perform the operations like
insert data into link list,insert data after the node whose value is specified, insert data before the node
whose value is specified , delete data after the node whose value is specified, delete data before the node
whose value is specified and display all the data of link list.
3.2 Designing the Solution:

There are following steps for analysis.

1) Generate the class for Node of Link list
2) Create the constructor in this class to initialize the Node of Link list
Create the implementation class for implementing link list operations
Operations:

3.3 Implementing the Solution

3.3.1 Source Code
//**************************************
// Operations on Singly Link List//
*************************************
#include<conio.h>
#include<iostream.h>
#include<stdlib.h>
#include<alloc.h>
class LinkListNode
{
public:
int data;
LinkListNode *link;
LinkListNode(int val)
{
data=val;
link=NULL;
}
};

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class ImpLinkListNode
{
friend class LinkListNode;
public:
LinkListNode *first; //declaration of head LinkListNode
lkimp()
{
first=NULL;
}
void add_LinkListNode(int d) //constructur for link list
{
if(first==NULL)
{
first=new LinkListNode(d);
}
else
{
LinkListNode *l=new LinkListNode(d);
LinkListNode *p=first;
while(p->link!=NULL)
{
p=p->link;
}
p->link=l;
}
}
void delete_LinkListNode(int delval) //for delete the LinkListNode whose value is
specified
{
LinkListNode *p=first;
LinkListNode *prev;
while(p!=NULL && p->data!=delval)
{
prev=p;
p=p->link;
}
prev->link=p->link;
}
void delete_after(int LinkListNodeval) //LinkListNode delete after
{
LinkListNode *p=first;
LinkListNode *prev,*next;

while(p->link!=NULL && p->data!=LinkListNodeval)

{
p=p->link;
}
prev=p->link;
next=p->link->link;
p->link=next;
}
void delete_before(int LinkListNodeval) //delete a LinkListNode before a
specified LinkListNode
{
LinkListNode *p=first;

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LinkListNode *prev,*next;
while(p->link->link!=NULL && p->link->link->data!=LinkListNodeval)
{
prev=p->link;
p=p->link->link;
}
p->link=p->link->link;
}

void insert_after(int LinkListNodeval,int newval) //For enter new LinkListNode after specified value
{
LinkListNode *newLinkListNode =new LinkListNode(newval);
LinkListNode *p=first;
while(p->link!=NULL && p->data!=LinkListNodeval)
{
p=p->link;
}
LinkListNode *link=p;
newLinkListNode->link=p->link;
p->link=newLinkListNode;
}
void insert_before(int LinkListNodeval,int newval) //For enter new LinkListNode
before specified value
{
LinkListNode *newLinkListNode =new LinkListNode(newval);
LinkListNode *p=first;
LinkListNode *prev;
while(p->link!=NULL && p->data!=LinkListNodeval)
{
prev=p;
p=p->link;
}
newLinkListNode->link=prev->link;
prev->link=newLinkListNode;
}
void display() //display the linklist
{
LinkListNode *p=first;
while(p!=NULL)
{
cout<<"Value ="<<p->data<<"\n";
p=p->link;
}
}
};
void main()
{
clrscr();
lkimp l;
l.add_LinkListNode(10);
l.add_LinkListNode(20);
l.add_LinkListNode(30);
l.add_LinkListNode(40);
l.add_LinkListNode(50);
l.add_LinkListNode(60);
l.display();

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cout<<"\n after deletion of 40\n" ;

l.delete_LinkListNode(40);
l.display();
cout<<"\n after insertion of 20\n" ;
l.insert_after(20,80);
l.display();
l.insert_before(40,90);
l.delete_before(30);
l.display();
}

3.3.2 Compilation /Running and Debugging the Solution

- Compile using Alt+F9
- Run using Ctl+F9
- View output using Alt+F5

3.4 Testing the Solution

4 Conclusions

By this experiment; we can conclude that basic working of singly link list operations.

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Sample Experiment:5
1.AIM: Implement the Polynomial representation using Array.
2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:
The following steps are required to make the addition of two polynomial..
1) Design the structure of node using C-programming structure.
struct term
{
int coeff;
int expo;
struct term *next;
};
2) Insert term at the end of polynomial using insert end function given below.
void insertend(TERM **p,int c,int e);
Pass co-efficient, exponent and term as an argument.
3) Implement polynomial addition function for addition of two polynomial and store in
third polynomial as a result.
a. If (T1.exp == T2.exp) than add T1.coeff and T2.coeff and store in T3.coeff .
And T1.exp++, T2.exp++
b. If (T1.exp > T2.exp) than T3.exp =T1.exp & T3.coeff=T1.coeff and T1.exp++
c. Else T3.exp =T1.exp & T3.coeff=T2.coeff and T2.exp++.

4) Display the result of Term T3 polynomial.

T1 T2

T3

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Sample Experiment-6

1.AIM: Implement the Application of Stack Infix to Postfix

2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:

POLISH(Q,P)
Suppose Q is an arithmetic expression written in infix notation . This algorithm finds the equivalent
postfix expression

1) Push "(" onto STACK, and add ")" to the end of Q

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2)scan Q from left to right and repeat steps 3 to 6 for each element of Q until the stack is empty
3) if an operand is encountered add it to P
4) if a left parenthesis is encountered push it onto the stack
5) if an operator is encountered , then
(a) Repeatedly pop from STACK and add to P each operator (on top of the STACK) which has same
precedence as or higher precedence than the operator encountered
(b) Add the encountered operator to the stack
[end of IF structure]
6) if a right parenthesis is encountered, then:
(a) repeatedly pop from the stack and add to P each operator (on top of the STACK) until a left
parenthesis is encountered
(b) remove the left parenthesis [do not add left parenthesis to P]
[End of IF structure]
[End of step 2 loop]
7) Exit

Sample Experiment-7

1.AIM: Make the basic operations of circular Queue

2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:

CQINSERT(CQ,F,R,MAX,NAME) :

Given F and R, pointers to the front and rear elements of a circular queue CQ consisting of MAX elements
and an element NAME. This procedure inserts X at the rear end of the queue prior to the first invocation
of the procedure, F and R have been set to -1. Here 'temp' is a temporary variable within this procedure.

STEP 1 : [Incrementing rear pointer]

Temp <-- R
R <-- (R+1) % MAX

STEP 2 : [Check for overflow condition]

If (R==F)
then R <-- temp
write(overflow)
Return

STEP 3 : [Insert element]

Q[R] <-- NAME
Return

CQDELETE(CQ,F,R) :

Given F and R, pointer to the front and the queue CQ to which they correspond. This procedure deletes

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and returns the element at the front-end of the queue.

STEP 1 : [Check for underflow condition]

if(R==F)
then Write('Underflow')
Return

STEP 2 : [Increment the front pointer]

F <-- (F+1)%MAX

STEP 3 : [Delete element]

Write(Q[F])
Return

Sample Experiment:8
1. AIM: Implement the Binary Tree Traversal

2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:

Root node A

B C

G
D E F

Leaf node
Graphical Representation of Binary Tree
1) Make the structure of Binary Tree Traversal for integer numbers.
struct node {
int data;
struct node* left;
struct node* right;
}
2) implement inorder(), preorder() and postorder() traversal for it.

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Preorder
1) Visit the root.
2) Traverse the left subtree.
3) Traverse the right subtree.
Inorder
1) Traverse the left subtree.
2) Visit the root.
3) Traverse the right subtree.
Postorder
1) Traverse the left subtree.
2) Traverse the right subtree.
3) Visit the root.

Sample Experiment:9
1.AIM: Implement the Shorting using Quick Short method.
Implement the Static Hashing using any one method

2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:

Pivot
The steps are:
1. Pick an element, called a pivot, from the list.
2. Reorder the list so that all elements with values less than the pivot come before the pivot, while all
elements with values greater than the pivot come after it (equal values can go either way). After this
partitioning, the pivot is in its final position. This is called the partition operation.
3. Recursively sort the sub-list of lesser elements and the sub-list of greater elements.
The base case of the recursion are lists of size zero or one, which never need to be sorted.In
simple pseudocode, the algorithm might be expressed as this:
function quicksort(array)
var list less, greater
if length(array) ≤ 1
return array
select and remove a pivot value pivot from array
for each x in array
if x ≤ pivot then append x to less
else append x to greater
return concatenate(quicksort(less), pivot, quicksort(greater))

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Sample Experiment-10
1.AIM: Implement the Shorting using Merge Short method

2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:

Graphical Representation of Merge Short method

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Conceptually, a merge sort works as follows

If the list is of length 0 or 1, then it is already sorted. Otherwise:

1) Divide the unsorted list into two sublists of about half the size.
2) Sort each sublist recursively by re-applying merge sort.
3) Merge the two sublists back into one sorted list.
Merge sort incorporates two main ideas to improve its runtime:
1. A small list will take fewer steps to sort than a large list.
2. Fewer steps are required to construct a sorted list from two sorted lists than two unsorted lists. For
example, you only have to traverse each list once if they're already sorted (see the merge function below
for an example implementation).
Example: Using merge sort to sort a list of integers contained in an array:

Suppose we have an array A with n indices ranging from A0 to An − 1. We apply merge sort to
A(A0..Ac − 1) and A(Ac..An − 1) where c is the integer part of n / 2. When the two halves are returned
they will have been sorted. They can now be merged together to form a sorted array.
In a simple pseudocode form, the algorithm could look something like this:

function merge_sort(m)
if length(m) ≤ 1
return m
var list left, right, result
var integer middle = length(m) / 2
for each x in m up to middle
add x to left
for each x in m after middle
add x to right
left = merge_sort(left)
right = merge_sort(right)
result = merge(left, right)
return result

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Sample Experiment:11

1.AIM: Implement the Static Hashing using any one method.

2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:
a.

b.

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Steps-:

1) Store the string of data in array.

2) Take static Hash array of 26 character size.
3) Make the modulo hash function and store data at respective hash location in static hash array.
Hash location = int(character) mode 26
4) If the location is already filled than fill the next location with overflow condition.
5) Display the open loop addressing hash table with static hash array.

Sample Experiment:12

1.AIM: Arrange words in dictionary order using Binary Search Tree In order Traversal.
Implement binary search tree for word representation and make in order traversal for shorting in
dictionary order.

2. TOOLS/APPARATUS:
Turbo C/C++
3. STANDARD PROCEDURES:
3.1 Analyzing the Problem:

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Follow the following steps to arrange words in dictionary order using Binary Search Tree.

1) Generate the binary search tree node using template concept.

2) Insert each node in following order.

If word in temporally node is less than the root node word than insert in left side to root.

Else insert to right side.

3) Make the Inorder traversal and display the words. You will get in dictionary order

8. Sample Lab Reports

Sample Lab report are available in Lab

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9. Summary of Lab Reports (For Academic Year 2014 - 2015)

 Regular submission of report :

Lab reports will be evaluated according to the general and detailed marking criteria. We strongly
encourage student to submit lab report within the original due date. For reports submitted by the
original due date, we will endeavor to provide marks. Every lab class the students have to write the
corresponding experiments in a rough sheet and made corrected by the faculty.

Analysis: On the next lab class 95% student submit a fair lab report along with corrected rough sheet.
Submission implies that the work is original and does not copy from others student.

 Write all the required point in the report :

Lab reports are the most frequent kind of document written in Lab. The goal of lab reports is to
document the findings and communicate their significance. A good lab report does more than
present data; it demonstrates the writer's comprehension of the concepts behind the data.
Simply recording the expected and observed results is not sufficient; students should also
identify how and why differences occurred, explain how they affected the experiment and
show the understanding of the principles of the experiment which was designed to examine.

The Title Page needs to contain the name of the experiment, the names of lab partners and the
lab completion date. The title of the lab should be straight forward and informative. For
example: Not "Lab # 7" but "Lab # 7: Insertion of data into the Table". Experimental
Procedure Page describes the experimental process in chronological order and Data & Results
Page is usually dominated by calculations, tables and figures.

Analysis: Most of the student like 80% student mentions the above point in their respective lab
report.

 Details of all the point described by student :

It is extremely important that to understand the need for, and format of a good report.
Scientific work of any sort is useless unless its results can be communicated to others. First of
all, a report should have a title. If it is in the style of a scientific article, it should have an
abstract. In addition student describes the details of the points below :

1) Introduction: Include a statement of the problem to be investigated, why the work

was carried out, history and theoretical background of the problem, a brief
statement of the general method of approach to the problem, and expected
results.

2) Methods and materials: This section tells the reader how and with what the work
was done. The methods and materials section of a research paper is often
glossed over by many readers, but, in terms of the report as a historical
document, this section is crucial.
3) Results: Here is the real meat of a report. In this section you should describe the
important qualitative and quantitative observations is your work. Data
should be tabulated and/or graphed and described. One of the
common errors in report-writing is to say, "The data are plotted in Fig.
1" without saying something like, "As can be seen from the graph,
absorbance at 260nm is relatively constant up to about 80°C, after
which a sharp rise is noted." Be aware that tables and graphs are not
self-explanatory, and must be summarized for the reader. All graphs
and tables should be numbered and provided with a title. Additional

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information which makes the data more comprehensible should be

provided as needed.

4) Discussion and conclusions: This section serves two functions. First, it provides a place
where the data may be fully discussed and interpreted, and second, it
allows the author to delve into the realms of speculation

5) References: Some papers have no references, others have 200 or more. There is no correct
number of references, but there is a correct philosophy and format: any time you
refer to a previously reported idea, result, method, etc., you must insert a
citation. Every quotation must be referenced.

Analysis: Most of the student like 70% student mentions the above points in their respective
lab report.

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9. Summary of Lab Reports (For Academic Year 2015-2016)

 Regular submission of report :

Lab reports will be evaluated according to the general and detailed marking criteria. We strongly
encourage student to submit lab report within the original due date. For reports submitted by the
original due date, we will endeavor to provide marks. Every lab class the students have to write the
corresponding experiments in a rough sheet and made corrected by the faculty.

Analysis: On the next lab class 95% student submit a fair lab report along with corrected rough sheet.
Submission implies that the work is original and does not copy from others student.

 Write all the required point in the report :

Lab reports are the most frequent kind of document written in Lab. The goal of lab reports is to
document the findings and communicate their significance. A good lab report does more than
present data; it demonstrates the writer's comprehension of the concepts behind the data.
Simply recording the expected and observed results is not sufficient; students should also
identify how and why differences occurred, explain how they affected the experiment and
show the understanding of the principles of the experiment which was designed to examine.

The Title Page needs to contain the name of the experiment, the names of lab partners and the
lab completion date. The title of the lab should be straight forward and informative. For
example: Not "Lab # 7" but "Lab # 7: Insertion of data into the Table". Experimental
Procedure Page describes the experimental process in chronological order and Data & Results
Page is usually dominated by calculations, tables and figures.

Analysis: Most of the student like 80% student mentions the above point in their respective lab
report.

 Details of all the point described by student :

It is extremely important that to understand the need for, and format of a good report.
Scientific work of any sort is useless unless its results can be communicated to others. First of
all, a report should have a title. If it is in the style of a scientific article, it should have an
abstract. In addition student describes the details of the points below :

1) Introduction: Include a statement of the problem to be investigated, why the work

was carried out, history and theoretical background of the problem, a brief
statement of the general method of approach to the problem, and expected
results.

2) Methods and materials: This section tells the reader how and with what the work
was done. The methods and materials section of a research paper is often
glossed over by many readers, but, in terms of the report as a historical
document, this section is crucial.
3) Results: Here is the real meat of a report. In this section you should describe the
important qualitative and quantitative observations is your work. Data
should be tabulated and/or graphed and described. One of the
common errors in report-writing is to say, "The data are plotted in Fig.
1" without saying something like, "As can be seen from the graph,
absorbance at 260nm is relatively constant up to about 80°C, after
which a sharp rise is noted." Be aware that tables and graphs are not
self-explanatory, and must be summarized for the reader. All graphs
and tables should be numbered and provided with a title. Additional

RCC INSTITUTE OF INFORMATION TECHNOLOGY(DEPT. Of CSE) 38 | P a g e

DS Lab Manual Department of Computer Science and Engineering

information which makes the data more comprehensible should be

provided as needed.

4) Discussion and conclusions: This section serves two functions. First, it provides a place
where the data may be fully discussed and interpreted, and second, it
allows the author to delve into the realms of speculation

5) References: Some papers have no references, others have 200 or more. There is no correct
number of references, but there is a correct philosophy and format: any time you
refer to a previously reported idea, result, method, etc., you must insert a
citation. Every quotation must be referenced.

Analysis: Most of the student like 75% student mentions the above points in their respective
lab report.

RCC INSTITUTE OF INFORMATION TECHNOLOGY(DEPT. Of CSE) 39 | P a g e

DS Lab Manual Department of Computer Science and Engineering

9. Summary of Lab Reports (For Academic Year 2016-2017)

 Regular submission of report :

Lab reports will be evaluated according to the general and detailed marking criteria. We strongly
encourage student to submit lab report within the original due date. For reports submitted by the
original due date, we will endeavor to provide marks. Every lab class the students have to write the
corresponding experiments in a rough sheet and made corrected by the faculty.

Analysis: On the next lab class 95% student submit a fair lab report along with corrected rough sheet.
Submission implies that the work is original and does not copy from others student.

 Write all the required point in the report :

Lab reports are the most frequent kind of document written in Lab. The goal of lab reports is to
document the findings and communicate their significance. A good lab report does more than
present data; it demonstrates the writer's comprehension of the concepts behind the data.
Simply recording the expected and observed results is not sufficient; students should also
identify how and why differences occurred, explain how they affected the experiment and
show the understanding of the principles of the experiment which was designed to examine.

The Title Page needs to contain the name of the experiment, the names of lab partners and the
lab completion date. The title of the lab should be straight forward and informative. For
example: Not "Lab # 7" but "Lab # 7: Insertion of data into the Table". Experimental
Procedure Page describes the experimental process in chronological order and Data & Results
Page is usually dominated by calculations, tables and figures.

Analysis: Most of the student like 75% student mentions the above point in their respective lab
report.

 Details of all the point described by student :

It is extremely important that to understand the need for, and format of a good report.
Scientific work of any sort is useless unless its results can be communicated to others. First of
all, a report should have a title. If it is in the style of a scientific article, it should have an
abstract. In addition student describes the details of the points below :

1) Introduction: Include a statement of the problem to be investigated, why the work

was carried out, history and theoretical background of the problem, a brief
statement of the general method of approach to the problem, and expected
results.

2) Methods and materials: This section tells the reader how and with what the work
was done. The methods and materials section of a research paper is often
glossed over by many readers, but, in terms of the report as a historical
document, this section is crucial.
3) Results: Here is the real meat of a report. In this section you should describe the
important qualitative and quantitative observations is your work. Data
should be tabulated and/or graphed and described. One of the
common errors in report-writing is to say, "The data are plotted in Fig.
1" without saying something like, "As can be seen from the graph,
absorbance at 260nm is relatively constant up to about 80°C, after
which a sharp rise is noted." Be aware that tables and graphs are not
self-explanatory, and must be summarized for the reader. All graphs
and tables should be numbered and provided with a title. Additional

RCC INSTITUTE OF INFORMATION TECHNOLOGY(DEPT. Of CSE) 40 | P a g e

DS Lab Manual Department of Computer Science and Engineering

information which makes the data more comprehensible should be

provided as needed.

4) Discussion and conclusions: This section serves two functions. First, it provides a place
where the data may be fully discussed and interpreted, and second, it
allows the author to delve into the realms of speculation

5) References: Some papers have no references, others have 200 or more. There is no correct
number of references, but there is a correct philosophy and format: any time you
refer to a previously reported idea, result, method, etc., you must insert a
citation. Every quotation must be referenced.

Analysis: Most of the student like 75% student mentions the above points in their respective
lab report.

RCC INSTITUTE OF INFORMATION TECHNOLOGY(DEPT. Of CSE) 41 | P a g e

DS Lab Manual Department of Computer Science and Engineering

9. Summary of Lab Reports (For Academic Year 2017-2018)

 Regular submission of report :

Lab reports will be evaluated according to the general and detailed marking criteria. We strongly
encourage student to submit lab report within the original due date. For reports submitted by the
original due date, we will endeavor to provide marks. Every lab class the students have to write the
corresponding experiments in a rough sheet and made corrected by the faculty.

Analysis: On the next lab class 95% student submit a fair lab report along with corrected rough sheet.
Submission implies that the work is original and does not copy from others student.

 Write all the required point in the report :

Lab reports are the most frequent kind of document written in Lab. The goal of lab reports is to
document the findings and communicate their significance. A good lab report does more than
present data; it demonstrates the writer's comprehension of the concepts behind the data.
Simply recording the expected and observed results is not sufficient; students should also
identify how and why differences occurred, explain how they affected the experiment and
show the understanding of the principles of the experiment which was designed to examine.

The Title Page needs to contain the name of the experiment, the names of lab partners and the
lab completion date. The title of the lab should be straight forward and informative. For
example: Not "Lab # 7" but "Lab # 7: Insertion of data into the Table". Experimental
Procedure Page describes the experimental process in chronological order and Data & Results
Page is usually dominated by calculations, tables and figures.

Analysis: Most of the student like 85% student mentions the above point in their respective lab
report.

 Details of all the point described by student :

It is extremely important that to understand the need for, and format of a good report.
Scientific work of any sort is useless unless its results can be communicated to others. First of
all, a report should have a title. If it is in the style of a scientific article, it should have an
abstract. In addition student describes the details of the points below :

1) Introduction: Include a statement of the problem to be investigated, why the work

was carried out, history and theoretical background of the problem, a brief
statement of the general method of approach to the problem, and expected
results.

2) Methods and materials: This section tells the reader how and with what the work
was done. The methods and materials section of a research paper is often
glossed over by many readers, but, in terms of the report as a historical
document, this section is crucial.
3) Results: Here is the real meat of a report. In this section you should describe the
important qualitative and quantitative observations is your work. Data
should be tabulated and/or graphed and described. One of the
common errors in report-writing is to say, "The data are plotted in Fig.
1" without saying something like, "As can be seen from the graph,
absorbance at 260nm is relatively constant up to about 80°C, after
which a sharp rise is noted." Be aware that tables and graphs are not
self-explanatory, and must be summarized for the reader. All graphs

RCC INSTITUTE OF INFORMATION TECHNOLOGY(DEPT. Of CSE) 42 | P a g e

DS Lab Manual Department of Computer Science and Engineering

and tables should be numbered and provided with a title. Additional

information which makes the data more comprehensible should be
provided as needed.

4) Discussion and conclusions: This section serves two functions. First, it provides a place
where the data may be fully discussed and interpreted, and second, it
allows the author to delve into the realms of speculation

5) References: Some papers have no references, others have 200 or more. There is no correct
number of references, but there is a correct philosophy and format: any time you
refer to a previously reported idea, result, method, etc., you must insert a
citation. Every quotation must be referenced.

Analysis: Most of the student like 80% student mentions the above points in their respective
lab report.

RCC INSTITUTE OF INFORMATION TECHNOLOGY(DEPT. Of CSE) 43 | P a g e

DS Lab Manual Department of Computer Science and Engineering

9. Summary of Lab Reports (For Academic Year 2018-2019)

 Regular submission of report :

Lab reports will be evaluated according to the general and detailed marking criteria. We strongly
encourage student to submit lab report within the original due date. For reports submitted by the
original due date, we will endeavor to provide marks. Every lab class the students have to write the
corresponding experiments in a rough sheet and made corrected by the faculty.

Analysis: On the next lab class 95% student submit a fair lab report along with corrected rough sheet.
Submission implies that the work is original and does not copy from others student.

 Write all the required point in the report :

Lab reports are the most frequent kind of document written in Lab. The goal of lab reports is to
document the findings and communicate their significance. A good lab report does more than
present data; it demonstrates the writer's comprehension of the concepts behind the data.
Simply recording the expected and observed results is not sufficient; students should also
identify how and why differences occurred, explain how they affected the experiment and
show the understanding of the principles of the experiment which was designed to examine.

The Title Page needs to contain the name of the experiment, the names of lab partners and the
lab completion date. The title of the lab should be straight forward and informative. For
example: Not "Lab # 5" but "Lab # 5: Insertion of data into the Table". Experimental
Procedure Page describes the experimental process in chronological order and Data & Results
Page is usually dominated by calculations, tables and figures.

Analysis: Most of the student like 80% student mentions the above point in their respective lab
report.

 Details of all the point described by student :

It is extremely important that to understand the need for, and format of a good report.
Scientific work of any sort is useless unless its results can be communicated to others. First of
all, a report should have a title. If it is in the style of a scientific article, it should have an
abstract. In addition student describes the details of the points below :

1) Introduction: Include a statement of the problem to be investigated, why the work

was carried out, history and theoretical background of the problem, a brief
statement of the general method of approach to the problem, and expected
results.

2) Methods and materials: This section tells the reader how and with what the work
was done. The methods and materials section of a research paper is often
glossed over by many readers, but, in terms of the report as a historical
document, this section is crucial.
3) Results: Here is the real meat of a report. In this section you should describe the
important qualitative and quantitative observations is your work. Data
should be tabulated and/or graphed and described. One of the
common errors in report-writing is to say, "The data are plotted in Fig.
1" without saying something like, "As can be seen from the graph,
absorbance at 260nm is relatively constant up to about 80°C, after
which a sharp rise is noted." Be aware that tables and graphs are not
self-explanatory, and must be summarized for the reader. All graphs
and tables should be numbered and provided with a title. Additional

RCC INSTITUTE OF INFORMATION TECHNOLOGY(DEPT. Of CSE) 44 | P a g e

DS Lab Manual Department of Computer Science and Engineering

information which makes the data more comprehensible should be

provided as needed.

4) Discussion and conclusions: This section serves two functions. First, it provides a place
where the data may be fully discussed and interpreted, and second, it
allows the author to delve into the realms of speculation

5) References: Some papers have no references, others have 200 or more. There is no correct
number of references, but there is a correct philosophy and format: any time you
refer to a previously reported idea, result, method, etc., you must insert a
citation. Every quotation must be referenced.

Analysis: Most of the student like 85% student mentions the above points in their respective
lab report.

RCC INSTITUTE OF INFORMATION TECHNOLOGY(DEPT. Of CSE) 45 | P a g e

DS Lab Manual Department of Computer Science and Engineering

10. Assignment Evolution Reports

Assignment Evolution Report for Odd Semester 2016 - 17

SL No ROLL No NAME Marks in out of 10

1 CSE2015/001 SUMITA BASU 9

2 CSE2015/002 APU SARKAR 9
3 CSE2015/003 DEVPRATIM DAS 10
4 CSE2015/004 ANIRUDDHA SADHUKHAN 10
5 CSE2015/005 PRASUN MAJI 9
6 CSE2015/006 SHATABHISA DEY 10
7 CSE2015/007 KSHITIZ RAJ 9
8 CSE2015/008 BIDISHA BANERJEE 9
9 CSE2015/009 ARANYA AKASH MANDAL 10
10 CSE2015/010 SOUMYADEEP BISWAS 9
11 CSE2015/011 ASTHA MISHRA 8
12 CSE2015/012 PORTRET MALLICK 8
13 CSE2015/013 ARIJIT ROY 8
14 CSE2015/014 ASHISH KUMAR RAI 7
15 CSE2015/015 RANA MONDAL 7
16 CSE2015/016 KAUSTAV MONDAL 8
17 CSE2015/017 SOUVIK DAS 8
18 CSE2015/018 SOUMAJIT BOSE 8
19 CSE2015/019 ANISHA ROY 10
20 CSE2015/020 SATYAKI DAS 8
21 CSE2015/021 SOUMYADEEP MONDAL 9
22 CSE2015/022 RAVI PRAKASH 8
23 CSE2015/023 ARPITA BASAK 10
24 CSE2015/024 AVIK SARKAR 10
25 CSE2015/025 ZENITH ROY 8
26 CSE2015/026 SWARNA KAMAL MITRA 8
27 CSE2015/027 JEET MUKHERJEE 9
28 CSE2015/028 SUVADITYA SUR 10
29 CSE2015/029 ARNAB MONDAL 8
30 CSE2015/030 ARKADEEP DEY 9
31 CSE2015/031 APURVA JYOTI 9
32 CSE2015/032 SAGAR SHAW 8
33 CSE2015/033 ANIK BAIN 8
34 CSE2015/034 SOURAV MONDAL 8
35 CSE2015/035 CHANRADAYA CHAKRABORTY 10
36 CSE2015/037 NISHITA TIWARY 9
37 CSE2015/038 SANTANU PAUL 8
38 CSE2015/039 LIPIKA DAS 8
39 CSE2015/040 SOUVIK PAL 7
40 CSE2015/041 SAIKAT DEBNATH 8
41 CSE2015/042 S TUSHAR 8
SUBHADRA SUNDAR
42 CSE2015/043 CHAKRABORTY 10
43 CSE2015/044 VIKASH HELA 7

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44 CSE2015/045 AKSHAY KUMAR DAS 8

45 CSE2015/046 SOURAV SADHU 7
46 CSE2015/048 ALTAMASH GHAUS 10
47 CSE2015/049 PRITAM MANDAL 9
48 CSE2015/050 SOURAV SARKAR 8
49 CSE2015/051 MUSKAAN JAIN 9
50 CSE2015/052 AKSHAY KUMAR 8
51 CSE2015/053 AMAR KUMAR GUPTA 9
52 CSE2015/054 SATYAM 8
53 CSE2015/055 ANKITA BHARTI 9
54 CSE2015/056 RAKHI KUMARI 8
55 CSE2015/057 PREETI SAGAR 9
56 CSE2015/058 SUDIPTA SARKAR 8
57 CSE2015/059 SOMSUBHRO MAITY 8
58 CSE2015/060 AKHIL MISHRA 8
59 CSE2015/061 SOURABH KESHRI 9
60 CSE2015/062 BAIBHAB KUNDU 10
61 CSE2015/063 RITIKA DAS 9
62 CSE2015/064 MEGHA SARKAR 9
63 CSE2015/065 PRANAV KUMAR 8
64 CSE2015/066 SAUMYADIP PACKRAY 8
65 CSE2015/067 ADITYA DAS 8
66 CSE2015/068 RANIT DAS 8
67 CSE2015/069 GUNJAN DUTTA BHOWMICK 10
68 CSE2015/070 SUSHANT KUMAR 9
69 CSE2015/071 SANGRAM SHARMA 8
70 CSE2015/072 AKANKSHA KUMARI 9
71 CSE2015/073 SADIQUE BUKSHI 8
72 CSE2015/074 DEBLINA DUTTA 9
73 CSE2015/075 SHIBAM DAS 8
74 CSE2015/076 AYUSHI 9
75 CSE2015/077 NAVNEET BHARDWAJ 7
76 CSE2015/078 AVISHEK SAHA 10
77 CSE2015/079 SUSHANT KUMAR 9
78 CSE2015/080 SUDIPTA PAUL 9
79 CSE2015/081 RAHUL TIWARY 8
80 CSE2015/082 RAHUL KUMAR SHARMA 9
81 CSE2015/083 SUSOVAN MANDAL 9
82 CSE2015/084 RITIKA KHERIA 10
83 CSE2015/086 RAJA KUMAR BHAGAT 7
84 CSE2015/087 RAJDEEP SAHA 8
85 CSE2015/088 HABIBUR RAHAMAN 9
86 CSE2015/089 RUPESH KUMAR JHA 8
87 CSE2015/090 IRFAN MASOOK MOLLAH 9
88 CSE2015/091 TRIDISHA KHASHNOBISH 8
89 CSE2015/092 ARCHANA KUMARI SINGH 9
90 CSE2015/093 KAUSTUV GUPTA 9

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DS Lab Manual Department of Computer Science and Engineering

91 CSE2015/094 SAMPREETI DAS 7

92 CSE2015/095 PRATIP CHANDRA 7
93 CSE2016/L01 SARMILA BAR 7
94 CSE2016/L02 MAITRY RAKSHIT 8
95 CSE2016/L03 PARTHA MONDAL 7
96 CSE2016/L04 SUDESHNA GUHA 7
97 CSE2016/L05 PRANAB MONDAL 8
98 CSE2016/L06 SUBHASREE DAS 9
99 CSE2016/L07 SAHELI SAHA 7
100 CSE2016/L08 MRIDUL DEBNATH 8
101 CSE2016/L09 ANKANA PAL 7
102 CSE2016/L10 DIPA SARKAR 7
103 CSE2016/L11 GITABITAN PATI 8
104 CSE2016/L12 ANKESHA SINGHA 7
105 CSE2016/L13 BIDHAN CHAKRABORTY 7
106 CSE2016/L14 HEMANTA SHARMA 8
107 CSE2016/L15 BIDHAN CHANDRA PAL 8
108 CSE2016/L16 SAHIN PARVIN 7
109 CSE2016/L17 ADITYA GUPTA 8
110 CSE2016/L18 BISWAJIT SAHA 8
111 CSE2016/B01 SACHIN SHAW 9
112 CSE2016/B02 AINDRILA BAKSHI 10
113 CSE2016/B03 PUJA KUMARI 10

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Assignment Evolution Report for Odd Semester 2017 - 18

SL No ROLL No NAME Marks in out of 10

1 CSE2016/002 Suvam Mondal 9

2 CSE2016/003 Amit Saha 9
3 CSE2016/004 Bodhisattva Mondal 8
4 CSE2016/005 Badhan Sarkar 7
5 CSE2016/006 Rashida Jahan 10
6 CSE2016/007 Diptom Saha 10
7 CSE2016/008 Shuvam Ghosh 9
8 CSE2016/009 Arkadyuti Bandyopadhyay 10
9 CSE2016/010 Susmita Goswami 10
10 CSE2016/011 Surojit Hembram 8
11 CSE2016/012 Debdut Saha 10
12 CSE2016/013 Nitish Prasad Khushwaha 8
13 CSE2016/014 Sagar Kumar Gharami 8
14 CSE2016/015 Shailza Kumari 10
15 CSE2016/016 Sayantika Biswas 9
16 CSE2016/017 Md Osamah Habib 8
17 CSE2016/018 Prakhar Prakash 8
18 CSE2016/019 Soudip Das 8
19 CSE2016/020 Thirtha Raj Nayek 8
20 CSE2016/021 Samik Chowdhury 9
21 CSE2016/022 Sumana Hansda 10
22 CSE2016/023 Arkes Ray 9
23 CSE2016/024 Anamitra Mukherjee 10
24 CSE2016/025 Sreya Ghosh 10
25 CSE2016/026 Jeet Mishra 7
26 CSE2016/027 Ankit Biswas 9
27 CSE2016/028 Nilanjana Chatterjee 9
28 CSE2016/029 Argha Banerjee 8
29 CSE2016/030 Shaikh Iqbal Sikandar 8

30 CSE2016/031 Suvajit Roy 8

31 CSE2016/032 Imankalyan Sarkar 10
32 CSE2016/033 Soumi Sen 10
33 CSE2016/034 Saptorshi Pal 9
34 CSE2016/035 Kushal Baidya 10
35 CSE2016/036 Aniket Chattopadhyay 10
36 CSE2016/037 Chandrabali Bishnu 9
37 CSE2016/039 Arnab Ghosh 8
38 CSE2016/040 Sahbaj Ali 9
39 CSE2016/042 Kunal Shaw 9
40 CSE2016/043 Anisha Annu 9
41 CSE2016/044 Shreejit Ghatak 8
42 CSE2016/045 Soham Mandal 9
43 CSE2016/047 Soumyajeet Sen 9
44 CSE2016/048 Pallab Chakraborty 9

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45 CSE2016/049 Abhishek Kumar 7

46 CSE2016/050 Puspak Chakraborty 10
47 CSE2016/051 Apratim Sarkar 9
48 CSE2016/052 Amit Pandey 8
49 CSE2016/053 Swayamdeepta Paul 9
50 CSE2016/054 Camelia Mahato 9
51 CSE2016/055 Gunjan Nandy 8
52 CSE2016/056 Arnab Chakraborty 9
53 CSE2016/057 Geetanjali Singh 10
54 CSE2016/058 Atisaya Jain 9
55 CSE2016/059 Shreya Paul 8
56 CSE2016/060 Mayank Kumar Tiwari 8
59 CSE2016/062 Rangeet Choudhury 10
60 CSE2016/063 Navonil Sarkar 10
61 CSE2016/065 Soumyabrata Chatterjee 9
62 CSE2016/066 Oishik Mukhopadhyay 10
63 CSE2016/067 Vikash Ranjan 8
64 CSE2016/068 Aniket Roy 9
65 CSE2016/069 Sohom Goswami 10
66 CSE2016/070 Arpan Mondal 9
67 CSE2016/071 Abhinaba Kolay 8
68 CSE2016/072 Indranil Halder 9
69 CSE2016/073 Sundram Somnath 8
70 CSE2016/074 Mukulika Mondal 8
71 CSE2016/075 Vishal Kumar 7
72 CSE2016/076 Rounak Saha 9
73 CSE2016/077 Ujjawal Kumar Gautam 7
74 CSE2016/078 Pavel Das 6
75 CSE2016/079 Anish Agarwal 10
76 CSE2016/080 Guddu Singh 8
77 CSE2016/081 Arindam Samanta 9
78 CSE2016/082 Tanmoy Saha 9
79 CSE2016/083 Sounak Mandal 9
80 CSE2016/084 Soumik Dhar 8
81 CSE2016/085 Prashant Kumar Prasad 9
82 CSE2016/086 Avinav Adarsh 7
83 CSE2016/087 Swarnendu Sardar 8
84 CSE2016/088 Md Akhlakur Rahman 8
85 CSE2016/089 Rahul Prakash 7
86 CSE2016/090 Dishani Saha 8
87 CSE2016/091 Abhishek Daga 10
88 CSE2016/092 Sagnik Bera 7
89 CSE2016/093 Suparna Bera 9
90 CSE2016/094 Anindya Sundar Maity 8
91 CSE2016/095 Sayan Podder 10
92 CSE2017/L01 Anuradha Chakraborty 9
93 CSE2017/L02 Sayari Sarkar 8

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94 CSE2017/L03 Pritam Dey 7

95 CSE2017/L04 Ankita Bose 8
96 CSE2017/L05 Tanusree Bhar 7
97 CSE2017/L06 Tanima Sau 7
98 CSE2017/L07 Sayantani Gurey 8
99 CSE2017/L08 Chandrika Bhattacharyya 9
100 CSE2017/L09 Pallabi Banerjee 7
101 CSE2017/L10 Ritas Kumar Sarkar 8
102 CSE2017/L11 Anshuman Bhowmick 10
103 CSE2017/L12 Asmita Biswas 7
104 CSE2017/L13 Rahul Saha 8
105 CSE2017/L14 Deb Kumar Mishra 8
106 CSE2017/L15 Sourabh Barua 7
107 CSE2017/L16 Pamela Banerjee 7
108 CSE2017/L17 Samrat Chakraborty 8
109 CSE2017/L18 Tathagata Roy Chowdhury 8

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Assignment Evolution Report for Odd Semester 2018 - 19

SL No ROLL No NAME Marks in out of 10
1 CSE2017/001 ARITRA DAS 9
2 CSE2017/002 ARNAB NATH 8
3 CSE2017/003 SOURADEEP SEN 10
4 CSE2017/004 MILAN HEMBRAM 7
5 CSE2017/005 WASEEM UD DIN WANI 9
6 CSE2017/006 NILABHA HOWLADER 8
7 CSE2017/007 PROSUN KUMAR SARKAR 8
8 CSE2017/008 SNEHA MANDAL 8
9 CSE2017/009 SAYAN BASU 8
10 CSE2017/010 SUBHAM SINGH 7
11 CSE2017/011 ABHISHEK PAUL 10
12 CSE2017/012 SAPRATIVE ROY 8
13 CSE2017/013 ABHIMANYU DAS 8
14 CSE2017/015 MINHAJ AHMED 9
15 CSE2017/016 AFROZ AHMED 8
16 CSE2017/017 DWAIPAYAN MONDAL 7
17 CSE2017/018 PINAKI RANJAN DAS 7
18 CSE2017/019 SAPTARSHI DAS 8
19 CSE2017/020 RITHIK VERMA 8
20 CSE2017/021 SREEJIT BHATTA 7
21 CSE2017/022 MRINAL CHANDRA PAHAN 7
22 CSE2017/023 PRIYOK MONDAL 9
23 CSE2017/024 ARCHITA SAHA 7
24 CSE2017/025 TANMAY DUTTA 8
25 CSE2017/026 RAUNAK CHHAJER 10
26 CSE2017/027 SAHINI NAG 7
27 CSE2017/028 ARSALAAN PERWEZ 8
28 CSE2017/029 AMIT KUMAR 9
29 CSE2017/030 MEHUL KUMAR 7
30 CSE2017/031 ROUNAK SARKAR 9
31 CSE2018/L01 ABHISHEK MAJUMDER 7
32 CSE2018/L02 SUMIT BISWAS 6
33 CSE2018/L03 SATYAKI SAHA 8
34 CSE2018/L04 MD. MAJAHAR ALAM 7
35 CSE2018/L05 RAHUL ORAON 7
36 CSE2017/032 MANOBIKA DAS 9
37 CSE2017/033 RUDRAPRATAP GHOSH 9
38 CSE2017/034 CHANDRIKA SAHA 10
39 CSE2017/035 VED PRAKASH SHARMA 9
40 CSE2017/036 DEBOSMITA ROY 7
41 CSE2017/037 TUSHAR KANTI NASKAR 8
42 CSE2017/038 RWITTI KHANDELWAL 8
43 CSE2017/039 MAINAK DASGUPTA 8
44 CSE2017/040 ABHRADIPTA CHAKRABORTY THAKUR 8
45 CSE2017/041 BINITA GHOSH 9

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46 CSE2017/042 RITWIKA PARUA 9

47 CSE2017/043 INDRAYUDH CHOWDHURY 7
48 CSE2017/044 CHITRAKSHI MONDAL 7
49 CSE2017/045 UTKARSH JAISWAL 9
50 CSE2017/046 SAYAN DAS 10
51 CSE2017/047 SUSMIT DAS 7
52 CSE2017/048 ANKIT RAJ MISHRA 8
53 CSE2017/049 PROJJAL GOP 9
54 CSE2017/050 SUBHASREE MUKHERJEE 9
55 CSE2017/051 VIVEKANANDA KARMAKAR 8
56 CSE2017/052 AMARDEEP ROY CHOWDHURY 8
57 CSE2017/053 KAUSTAV BASU 9
58 CSE2017/054 RAHUL RAJ 10
59 CSE2017/055 SUBHADIP NANDI 9
60 CSE2017/056 SOURADEEP SAHA 7
61 CSE2017/057 SNEHA KUMARI 8
62 CSE2017/058 NABEEL HOSSAIN 9
63 CSE2017/059 ABHISHEK AGRAHARI 7
64 CSE2017/060 PRASHANT VIKRAM 9
65 CSE2017/061 RAJOSREE DAS 8
66 CSE2017/062 NITESH KUMAR MONDAL 8
67 CSE2017/063 PRIYA RANJAN KUMAR 7
68 CSE2018/L06 SUBHANKAR MANNA 8
69 CSE2018/L07 SOURAV DATTA 7
70 CSE2018/L08 SRIYA BHATTACHARYYA 7
71 CSE2018/L09 SOUMITRA DAS 8
72 CSE2017/064 CHANDI CHARAN MALIK 9
73 CSE2017/065 ANIKET ROY 8
74 CSE2017/067 ASMITA SENGUPTA 10
75 CSE2017/068 RAHUL KUMAR 7
76 CSE2017/069 AYAN GHOSH 9
77 CSE2017/070 KALACHAND DEY 8
78 CSE2017/071 SUBHRAJYOTI MONDAL 8
79 CSE2017/072 SWAPNIL GANGULY 8
80 CSE2017/073 ANUBHAB DAS 8
81 CSE2017/074 SHUBHAM AGARWAL 7
82 CSE2017/075 SHIVAM GUPTA 10
83 CSE2017/076 ARPAN ADHIKARI 8
84 CSE2017/077 SWAGATA MALIK 8
85 CSE2017/078 SATYAM SORAB 9
86 CSE2017/079 MD ADNAN AKHTAR 8
87 CSE2017/080 MRITYUNJAY KUMAR 7
88 CSE2017/081 PHANISHWAR NATH 7
89 CSE2017/082 VAIBHAV GUPTA 8
90 CSE2017/083 ANKIT GOSWAMI 8
91 CSE2017/084 DEBANJAN BALA 7
92 CSE2017/085 ASHOK KUMAR 7

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93 CSE2017/086 SHASHI RANJAN 9

94 CSE2017/087 AKASH MANDAL 7
95 CSE2017/088 DEBMALA MALLICK 8
96 CSE2017/089 SAQUIB SHAKIL 9
97 CSE2017/090 PRITI HALDER 10
98 CSE2017/091 OUSNIK GHOSH 8
99 CSE2017/092 SAWAN GHOSH 9
100 CSE2017/093 SUBHANKAR SEKHAR DAS 7
101 CSE2017/094 ABHISHEK KUMAR 9
102 CSE2018/L11 AJIJUL RAHAMAN KHAN 7
103 CSE2018/L12 RIJU CHAKRABORTY 6
104 CSE2018/L13 SHUVAM KUMAR MALLICK 8
105 CSE2018/L14 RAJIB PANJA 7
106 CSE2018/L10 DIVAKAR KUMAR 7
106 CSE2017/095 SOHAM MUKHERJEE 9
107 CSE2017/096 SHANKHA SUBHRA GHOSH 9
108 CSE2017/097 NABANITA HALDER 8
109 CSE2017/098 SAMARTHI LAHIRI 8
110 CSE2017/099 DEBASISH BASU 9
111 CSE2017/100 ARNAB MUKHERJEE 9
112 CSE2017/101 RITUNJOY MONDAL 10
113 CSE2017/102 PRAPTI BARMAN 9
114 CSE2017/103 SANKHADEEP BISWAS 7
115 CSE2017/105 RAKTIM SAHA 8
116 CSE2017/106 RAKESH DEY 8
117 CSE2017/107 ROHAN KUMAR 8
118 CSE2017/108 UJJAL PAUL 8
119 CSE2017/110 RAVI KUMAR 9
120 CSE2017/112 KOUSHIK KARMAKAR 9
121 CSE2017/113 PUJA AGARWAL 7
122 CSE2017/114 JAYSHREE BOSE 7
123 CSE2017/115 RAJ DUTTA 9
124 CSE2017/118 SOHELA BHOWMICK 10
125 CSE2017/119 SUBHAJIT BOSE 7
126 CSE2017/120 SOUMALYA CHAKRABORTY 8
127 CSE2017/121 RAHUL SINHA 9
128 CSE2017/122 IPSHITA CHAKRABORTY 9
129 CSE2017/123 AVRADIP DAS 8
130 CSE2017/125 ARKA ROY CHOWDHURY 8
131 CSE2017/126 ARPAN GHOSH 9
132 CSE2017/127 MADHAVI KUMARI 10
133 CSE2018/L15 AVICK ROY CHOWDHURY 9
134 CSE2018/B01 UPASANA MUKHOPADHYAY 7
135 CSE2018/B02 SOUMYAJYOTI DAS 8
136 CSE2018/B03 SOUMALYA MUKHERJEE 9

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11. Assessment Tools (Direct Tools and Indirect Tools)

CS392 (Related PO’s= PO1,PO2,PO3,PO5 ,PO8,PO10,PO11 )

Engineering Knowledge: Apply knowledge of mathematics, science, computer engineering

PO1 fundamentals and computer science specialization to the solution of complex computing
engineering problems.
Problem Analysis: Identify, formulate, research literature and analyze complex computer
PO2 engineering problems using first principles of mathematics, natural sciences and computer
engineering sciences for reaching advanced real life solutions.
Design/ Development of Solutions: Design solutions for complex computer engineering
problems and design system components or processes that meet specified needs with appropriate
PO3
consideration for meeting socio-economic viable aspects like public health and safety, cultural,
societal and environmental considerations.
Modern Tool Usage: Create, select and apply appropriate techniques, resources and modern
PO5 engineering and IT tools including prediction and modelling of complex computer engineering
activities with an understanding of the limitations.
Individual and Team Work: Function effectively as an individual, and as a member of a team even
PO8 in multidisciplinary and multi-cultural settings. Should also develop leadership capability to guide
a team both in technical and administrative matters
Project Management and Finance: Demonstrate knowledge and understanding of engineering
PO10 and management principles and apply those to one’s own work, as a member or leader of a team,
to manage projects in multidisciplinary environment

Life-long Learning: Recognize the need for and have the preparation and ability to engage in
PO11
independent life- long learning in the broadest context of technological change.

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Assessment Components and Tools : CS392 Program Outcome

Tools Details description of Tools/Methods 1 2 3 5 8 10 11

1.Direct 1.1Performance 1.1.1Understanding DS S S S S - S M

assessme of the experiment 1.1.2 Algorithm
nt tools in the lab 1.1.3 Select DS
1.1.4 Design
1.1.5 Testing
1.1.6 Documentation
1.2 Lab 1.2.1 Abstract/Summary S S S - - - M
Report/Assignme 1.2.2 Introduction
nt 1.2.3 Programming procedure
1.2.4 Results
1.2.5 Discussion
1.2.6 Conclusions
1.2.7 Spelling, grammar, sentence structure
1.2.8 Appearance and formatting
1.3 Programming 1.3.1 Specifications S S S S - S S
Knowledge 1.3.2 Readability
1.3.3 Reusability
1.3.4 Documentation
1.3.5 Delivery
1.3.6 Efficiency
1.4 Attendance 1.3.1 Regularity in attending classes - - - - - M M
1.5 Viva 1.4.1 Viva voce on the Lab experiment S S - - - - S
2.Indirect 2.1 Team Work 2.1.1 Contributions - - - - S S S
assessment 2.1.2 Problem-solving
tools 2.1.3 Attitude
2.1.4 Focus on the task
2.1.5 Working with Others
2.2 Ethics 2.2.1Ethical Self-Awareness - - - - - M M

2.2.2Understanding Different Ethical

Perspectives/Concepts

2.2.3Ethical Issue Recognition

2.2.4Application of Ethical Perspectives/Concepts

2.2.5Evaluation of Different Ethical

Perspectives/Concepts
2.3 Punctuality 2.3 .1 Present in class on time - - - - - - M
2.3.2 Completes work on time
2.3.3 Is Prepare to learn
2.4 Micro Projects 2.4.1 Understanding of Background Theory S S S S S S S
2.4.2 Analytical Ability
2.4.3 Engineering Drawings
2.4.4 Following Task Guidelines and Directions
2.4.5 Effort
2.4.6 Interaction with group members
2.4.7 Correctness
2.4.8 Creativity
2.4.9 Clarity
2.4.10 Modification/Testing
2.4.11 Overall Document presentation
2.4.12 Professional Ethics
2.4.13 Knowledge Acquisition and application

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2.5 Faculty & 2.5.1 How much student have developed his/her S S S S S S S
staff satisfaction skill
(semester exit)
survey of
students
2.6 Employer 2.6.1 How much the student is employable S S S S S S S
Survey

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12. Rubrics on assessment Tools (Checklist and Analytical Rubrics)

Rubrics on Indirect Assessment Tools:

Rubrics for Performance of the experiment in the lab Weighted Evaluation of POs
(Related PO1,PO2,PO3,PO5,PO10,PO11) (S=1 || M= 0.6 || W = 0.2)

PO1*1 PO2*1 PO3*1 PO5*1 PO10*1 PO11*0.6

Analytics
Poor Fair Good Very Good Excellent
Checklist 1 pts 2 pts 3 pts 4 pts 5 pts

Understanding Student’s work Student’s work Student’s work Student’s work

Student
DS shows shows slight shows shows complete
recognizes
Understands the incomplete understanding understanding of understanding
potential
Problem and understanding of problem and problem and most of problem and
conflicts between
Requirements of problem requirements requirements all requirements
requirements
and/or and seeks
requirements clarification from
client/user
Algorithm Student do the Student Student chooses/ Student Student
Uses program with chooses/ designs chooses/ researches
Appropriate no thought to designs algorithm(s) that designs efficient tradeoffs
Algorithms algorithm algorithm(s) is/are correct but algorithm(s) between
design that are somewhat different
incorrect inefficient algorithms &
implements the
results of this
research
Select DS No use of Student have Student have use Student have Student have use
Uses ADTs use ADTs but ADTs but some are use ADTs all are advanced ADTs
Appropriate are none are not most appropriate for that improves
Data Structures appropriate for appropriate for task program
task task performance
Design Implements Only Some concepts of Uses well- User-friendly
Designs very poor I/O implements user-friendly I/O designed user- I/O interface
Appropriate functionality basic I/O used friendly I/O with GUI
User Interface functionality interface components
appropriate for
task
Testing No evidence of Evidence of Evidence of a few Evidence of Robust design
Tests Program any testing by only one case cases tested typical cases with extensive
for Correctness student tested tested, but only testing.
assuming valid
inputs

Documentation Absolutely no Little or no Some Complete Thorough

Documents documentation documentation documentation documentation documentation
Program other than and few or no done but sparse with numerous done using of
name. internal internal comments internal docs generator
comments comments software

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Rubrics for Assessing Lab Reports

Weighted Evaluation of POs
(Related PO1,PO2,PO3,PO11)
(S=1 || M= 0.6 || W = 0.2)
PO1*1 PO2*1 PO3*1 PO11*0.6

Analytics
Beginning or Developing Accomplished Exemplary
Checklist incomplete (2) (3) (4)
(1)

Abstract/Su Several major Abstract misses one Abstract references Abstract contains
mmary aspects of the or more major most of the major reference to all
experiment are aspects of carrying aspects of the major aspects of
missing, student out the experiment experiment, some carrying out the
displays a lack of or the results minor details are experiment and the
understanding missing results, well-written
about how to write
an abstract

Introduction Very little Some introductory Introduction is Introduction

background information, but nearly complete, complete and well-
information still missing some missing some written; provides
provided or major points minor points all necessary
information is background
incorrect principles for the
experiment

Programmin Missing several Written in Written in Well-written in

g procedure important paragraph format, paragraph format, paragraph format,
programming still missing some important all programming
details or not important programming details are covered
written in programming details are covered,
paragraph format details some minor details
missing

Results Have missing titles, Most are present. All details are All details are
captions or Some still missing present, but some correctly present
numbers, units some important or have minor are numbered and
missing or required features problems or could contain
incorrect, etc. still be improved titles/captions.

Discussion Very incomplete or Some of the results Almost all of the All important
incorrect have been correctly results have been trends and data
interpretation of interpreted and correctly comparisons have
trends and discussed; partial interpreted and been interpreted
comparison of data but incomplete discussed, only correctly and
indicating a lack of understanding of minor discussed, good
understanding of results is still improvements are understanding of
results evident needed results is conveyed

Conclusions Conclusions Conclusions All important All important

missing or missing regarding major conclusions have conclusions have

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the important points are drawn, been drawn, could been clearly made,
points but many are be better stated student shows good
misstated, understanding
indicating a lack of
understanding

Spelling, Frequent grammar Occasional Less than 3 All

grammar, and/or spelling grammar/spelling grammar/spelling grammar/spelling
sentence errors, writing style errors, generally errors, mature, correct and very
structure is rough and readable with some readable style well-written
immature rough spots in
writing style

Appearance Sections out of Sections in order, All sections in All sections in

and order, too much contains the order, formatting order, well-
formatting handwritten copy, minimum generally good but formatted, very
sloppy formatting allowable amount could still be readable
of handwritten improved
copy, formatting is
rough but readable

Rubrics for Programming Knowledge

Weighted Evaluation of POs
(Related PO1,PO2,PO3,PO5,PO10,PO11)
(S=1 || M= 0.6 || W = 0.2)
PO1*1 PO281 PO3*1 PO5*1 PO10*1 PO11*1

Analytics Exceptional Acceptable Amateur Unsatisfactory

(4) (3) (20 (10
Checklist

Specifications The program The program The program The program is

works and meets works and produces correct producing incorrect
all of the produces the results but does not results.
specifications. correct results display them
and displays correctly.
them correctly. It
also meets most
of the other
specifications.

Readability The code is The code is fairly The code is The code is poorly
exceptionally easy to read. readable only by organized and very
well organized someone who difficult to read.
and very easy to knows what it is
follow. supposed to be
doing.

Reusability The code could Most of the code Some parts of the The code is not
be reused as a could be reused code could be organized for
whole or each in other reused in other reusability.
routine could be

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reused. programs. programs.

Documentation The The The documentation The documentation

documentation is documentation is simply comments is simply comments
well written and consists of embedded in the embedded in the
clearly explains embedded code with some code and does not
what the code is comment and simple header help the reader
accomplishing some simple comments understand the code.
and how. header separating routines.
documentation
that is somewhat
useful in
understanding
the code.

Delivery The program was The program was The code was The code was more
delivered on delivered within within 2 weeks of than 2 weeks
time. a week of the due the due date. overdue.
date.

Efficiency The code is The code is fairly The code is brute The code is huge and
extremely efficient without force and appears to be
efficient without sacrificing unnecessarily long. patched together.
sacrificing readability and
readability and understanding.
understanding.

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Gradation rubrics for Attendance (Related to PO8 Weighted Evaluation of POs

& PO11) (S=1 || M= 0.6 || W = 0.2)

PO8*0.6 PO11*0.6

ATTENDANCE Excellent(4) Good(3) Moderate (2) Poor(1)

Student was absent for more than 5 classes
Student was Student was absent Student was absent and/or did not provide instructor with
present for every for 1 to 2 classes but for more than 2 reasonable excuses.
class. provided instructor classes and/or did
with a reasonable not provide
excuse. instructor with
reasonable excuses.

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Weighted Evaluation of POs

(S=1 || M= 0.6 || W = 0.2)
Grading rubrics for the VIVA (Related to PO1,PO2,PO11)
PO1*1 PO2*1 PO11*1
Assessment Tools

Grading Criteria

Poor Good
(Score – 1) Developing Excellent
Method/Element
(Score – 2) (Score – 3) (Score – 4)
Viva Poor subject knowledge; Moderate subject Good subject knowledge, Sound
can’t understand simple knowledge, some good mostly good explanation; subject
questions explanation; unable to attempts some harder knowledge,
answer harder questions
precise
questions

explanations;
correctly
answers
most of the
harder
questions

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Rubrics on Indirect Assessment Tools:

Rubrics for TEAM WORK Weighted Evaluation of POs

(Related to PO8,PO10,PO11 ) (S=1 || M= 0.6 || W = 0.2)

PO8 *1 PO10*1 PO11*1

Analytics Exceptional Acceptable Amateur Unsatisfactory

(4) (3) (2) (1)
Checklist

Contributions Routinely provides Usually provides Sometimes provides Rarely provides useful ideas
useful ideas when useful ideas when useful ideas when when participating in the
participating in the participating in the participating in the group and in classroom
group and in group and in group and in discussion. May refuse to
classroom classroom classroom discussion. participate.
discussion. A leader discussion. A strong A satisfactory group
who contributes a group member who member who does
lot of effort. tries hard! what is required.

Problem-solving Actively looks for Refines solutions Does not suggest or Does not try to solve
and suggests suggested by others. refine solutions, but is problems or help others
solutions to willing to try out solve problems.
Lets others do the work.
problems. solutions suggested
by others.

Attitude Is never publicly Is rarely publicly Is occasionally Is often publicly critical of

critical of the critical of the publicly critical of the the project or the work of
project or the work project or the work project or the work of other members of the group.
of others. Always of others. Often has other members of the Is often negative about the
has a positive a positive attitude group. Usually has a task(s).
attitude about the about the task(s). positive attitude about
task(s). the task(s).

Focus on the Consistently stays Focuses on the task Focuses on the task Rarely focuses on the task
task focused on the task and what needs to and what needs to be and what needs to be done.
and what needs to be done most of the done some of the Lets others do the work.
be done. Very self- time. Other group time. Other group
directed. members can count members must
on this person. sometimes nag, prod,
and remind to keep
this person on task.

Working with Almost always Usually listens to, Often listens to, Rarely listens to, shares
Others listens to, shares shares, with, and shares with, and with, and supports the efforts
with, and supports supports the efforts supports the efforts of of others. Often is not a good
the efforts of others. of others. Does not others, but sometimes team player.
Tries to keep people cause "waves" in is not a good team
working well the group. member.
together.

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Weighted Evaluation of POs

Rubrics on Ethics (Related to PO10,PO11)
(S=1 || M= 0.6 || W = 0.2)
PO10*0.6 PO11*0.6
Analytics Excellent Very-Good Satisfactory Poor
4 pts 3 pts 2pts 1pt
Checklist

Student discusses in Student discusses in Student states

detail/analyzes both core detail/analyzes both both core beliefs Student states either
beliefs and the origins of core and the origins their core beliefs or
the core beliefs and beliefs and the origins of the core articulates the origins
Ethical Self- discussion has greater of the core beliefs. beliefs. of the core beliefs but
Awareness depth and clarity. not both.
Understanding Student names the theory Student can name the Student can Student only names
Different or theories, can major theory or name the major the major theory
Ethical present the gist of said theories theory she/he she/he
Perspectives/C theory or theories, and she/he uses, can uses, and is only uses.
oncepts accurately explains the present the gist of said able to present
details of the theory or theory or theories, and the gist of the
theories used. attempts to explain the named theory.
details of the theory or
theories used, but has
some inaccuracies.
Ethical Issue Student can recognize Student can recognize Student can Student can recognize
Recognition ethical issues when ethical issues when recognize basic basic and obvious
presented in a complex, issues are presented in and obvious ethical issues but fails
multilayered (gray) a complex, multilayered ethical issues to grasp complexity or
context AND can recognize (gray) context OR can and grasp inter relationships.
cross- grasp cross- (incompletely)
relationships among the relationships among the the
issues. issues. complexities or
interrelationship
s among the
issues.
Application of Student can independently Student can Student can Student can apply
Ethical apply ethical independently (to a apply ethical ethical
Perspectives/C perspectives/concepts to new example) perspectives/con perspectives/concept
oncepts an ethical question, apply ethical cepts to an s to an ethical
accurately, and is able to perspectives/concepts ethical question, question
consider full to an independently with support (using
implications of the ethical question, (to a new examples, in a class, in
application. accurately, but does not example) and the a
consider the specific application is group, or a fixed-
implications of the inaccurate. choice setting) but is
application. unable
to apply ethical
perspectives/concept
s
independently (to a
new example.).

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Evaluation of Student states a position Student states a Student states a Student states a
Different and can state the position and can state position and can position but cannot
Ethical objections to, assumptions the state the state the
Perspectives/C and implications of objections to, objections to, objections to and
oncepts and can reasonably defend assumptions and assumptions and assumptions and
against the implications implications of limitations
objections to, assumptions of, and respond to the different ethical of the different
and implications of objections to, perspectives/con perspectives/concept
different ethical assumptions and cepts but s.
perspectives/concepts, and implications of different does not respond
the student's defense is ethical to them (and
adequate and effective. perspectives/concepts, ultimately
but the objections,
student's response is assumptions, and
inadequate. implications are
compartmentaliz
ed by student
and do not
affect student's
position.)

Grading Rubric for Punctuality (Related to PO11) Weighted Evaluation of POs

(S=1 || M= 0.6 || W = 0.2)
Analytics -> PO11*0.6

Checklist / Consistently consistently meets Inconsistently Does not meet

Assessment tools exceeds expectations (3) meets expectations expectations (1)
expectations (4) (2)
Present in class on Student was always Student was usually Student was rarely Student was never
time on time for class and on time or early for on time or early on time or early
(Punctuality) often arrived early. class (was tardy to (was tardy to class 5 (was tardy to class 5
class only 1 to 4 or more times). or more times).
times).
Completes work Is punctual or early Is punctual in Is not punctual in Is not punctual in
(Punctuality turning in turning in turning in turning in
Neatness assignments and assignments and assignments and assignments and
Makes up work) goes beyond the meets the stated does not meets the does not meets the
stated requirements requirements stated requirements stated requirements
relative to neatness relative to neatness relative to neatness relative to neatness
and adherence to and adherence to and adherence to and adherence to
conventions. conventions. conventions. conventions.
Is prepared to Always in class on Very few tardier. Some tardier. Frequent tardier.
learn time. Brings needed Almost always Usually Brings Often forgets
(On time materials to class brings needed needed materials materials and is
Has materials) and is always ready materials to class but sometimes rarely ready to get
to work. and is ready to needs reminders to work. often does
work. and redirection. not accept
redirection.

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Rubrics for Micro Project (Related to

Weighted Evaluation of POs
PO 1,PO2,PO3,PO5,PO8,PO10,PO11)
(S=1 || M= 0.6 || W = 0.2)

PO1*1 PO2*1 PO3*1 PO5*1 PO8*1 PO10*1 PO11*1

Analytics Excellent Very Good Satisfactory Poor
4 pts 3 pts 2pts 1pt
Checklist

Understanding of Can develop Can apply Show some Do not show

Background Theory on and class material understanding of understanding
combine the on the the background
course problem topics and theory
material

Analytical Ability Execution of The Shows Does not show

methodology methodology understanding of understanding of the
is correct used is the problem problem
mathematical
and sound

Engineering Easy to follow Did not use Hard to follow ‰ None included ‰
Drawings ‰ Used abstraction to Incomplete ‰ Incorrect
standard present the Inconsistent use of
diagram material at symbols
shapes different levels
of detail

Following Task Student has Forgot Late work or Did not follow
Guidelines and completed all something or missing project was directions
Directions requirements added to , but a problem . And
of project on followed most /or followed very
time .Followed of the few directions
all directions directions of
the project

Effort Project’s Project’ s Project’s Project’s appearance

appearance appearance appearance shows suggests more time
show a great show a satisfactory amount and effort needed to
deal of time considerable of time and effort be spent.
and effort amount of spent
spent. time and effort
spent

Interaction with All group Most group Some group Some group members
group members members members members worked worked cooperatively
worked worked cooperatively with with minor effort to
cooperatively cooperatively good effort to achieve goals of the
with excellent with strong achieve goals of the challenge
team effort to effort to challenge
achieve the achieve goals
goals of the of the

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challenge. challenge

Correctness Very good and Correct and Correct but rare Do not show the
impressive typically understand the correctness
suggestion understand problem
the problem

Creativity Use a Use a Use the solution Use the solution

researched researched existing in the book existing in the book
solution solution
Totally
solution

Clarity Clear Clear A lot of language Unintelligible tex

language, no language, errors, concepts are
grammar some grammar not clearly
mistakes mistakes expressed

Modification/Testing Clear Some Little evidence of No evidence of

evidence of evidence of testing and testing and
testing , and testing and refinements made refinements made on
refinements refinements on project project
made on made on
project project

Overall Document All tables and Special case Inconsistent or Template not used ‰
presentation figures include formatting inappropriate Front matter incorrect
captions and applied application of
are referred to manually
template styles
in the text rather than
No errors through the
detected in the use of styles
use of Only minor
template errors detected

Professional Ethics Attend lab on Attend lab Attend lab after 1 Absent class.
time. within 30 hour class start. Didn’t submit report.
Submit report minutes class Submit report after
on a same day start. a week.
practical work Submit report
done. a day after

Knowledge Proficient in Sufficiency in Borderline Deficiency or lack of

Acquisition and demonstrating demonstrating knowledge knowledge in the
application knowledge knowledge in through research & field of study
field of study inquiry

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Weighted Evaluation of POs

Grading rubrics for the Faculty & staff satisfaction (semester exit) (S=1 || M= 0.6 || W = 0.2)
survey of students (Related to PO1,PO2,PO3,PO5,PO8,PO10,PO11)
PO1*1 PO2*1 PO3*1 PO5*1 PO8*1 PO10*1 PO11*1
Assessment Tools

Grading Criteria

Poor Good
(Score – 1) Developing Excellent
Method/Element
(Score – 2) (Score – 3) (Score – 4)
Faculty & staff Overall unimpressive Encouraging effort Impressive performance Highly
satisfaction impressive –
(semester exit) near perfect
survey of students

Weighted Evaluation of POs

Grading rubrics for the Employer Survey (Related to (S=1 || M= 0.6 || W = 0.2)
PO1,PO2,PO3,PO5,PO8,PO10,PO11)
PO1*1 PO2*1 PO3*1 PO5*1 PO8*1 PO10*1 PO11*1

Assessment Tools

Grading Criteria
Method/Element Poor
(Score – 1) Developing Good Excellent
(Score – 2) (Score – 3) (Score – 4)

Employer Survey Can’t answer Try to answer basic Good in both theory Promptly responses to any
anything questions and programming question, programming
however week in approach is efficient and
skilled question. confidently manages any
program

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13. List of Micro Projects

1. Project on single link list to perform the various functions

(Create , Search, Insertion ,Deletion, Concate, Split, Merge)
2. Project on double link list to perform the various functions
(Create , Search, Insertion, Deletion,Concate , Split, Merge)

3. Project on circular link list to perform the various functions

(Create , Search, Insertion, Deletion,Concate , Split, Merge)
4. Project on 8 Queen Puzzle
5. Project on Tower Of Hanoi problem
6. Project on N – queens problem
7. Project on Travelling salesperson problem
8. Project on deferent Searching Techniques
9. Project on 15 Puzzle Problem

Related POs for the above mentioned micro projects are

Micro Project Related PO’s for the Lab CS392= PO1,PO2,PO3,PO5 ,PO8,PO10,PO11

Engineering Knowledge: Apply knowledge of mathematics, science, computer engineering

PO1 fundamentals and computer science specialization to the solution of complex computing
engineering problems.
Problem Analysis: Identify, formulate, research literature and analyze complex computer
PO2 engineering problems using first principles of mathematics, natural sciences and computer
engineering sciences for reaching advanced real life solutions.
Design/ Development of Solutions: Design solutions for complex computer engineering
problems and design system components or processes that meet specified needs with appropriate
PO3
consideration for meeting socio-economic viable aspects like public health and safety, cultural,
societal and environmental considerations.
Modern Tool Usage: Create, select and apply appropriate techniques, resources and modern
PO5 engineering and IT tools including prediction and modelling of complex computer engineering
activities with an understanding of the limitations.
Individual and Team Work: Function effectively as an individual, and as a member of a team even
PO8 in multidisciplinary and multi-cultural settings. Should also develop leadership capability to guide
a team both in technical and administrative matters
Project Management and Finance: Demonstrate knowledge and understanding of engineering
PO10 and management principles and apply those to one’s own work, as a member or leader of a team,
to manage projects in multidisciplinary environment

Life-long Learning: Recognize the need for and have the preparation and ability to engage in
PO11
independent life- long learning in the broadest context of technological change.

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14. Details of Micro projects of previous years

July2014 to December 2014
Section B
CS302(data structure )
Group No. Name Roll No. Project Topic
GROUP 1 1. Adresha Ghosh CSE/2013/092 N – queens problem
2. Ayushi Ghosh CSE/2013/093
3. Arnab Das CSE/2013/095
4. Debayan Mitra CSE/2013/094
5. Dipanwita Poddar CSE/2014/L09
GROUP 2 1. Shubhayan Saha CSE/2014/B01 Travelling
2. Pallabi Chowdhury CSE/2014/B04 salesperson problem
3. Koushik Khan CSE/2014/L02
4. Suman Debnath CSE/2014/L03
5. Ahindrila Dutta CSE/2014/B06
GROUP 3 1. Abhipsa Chakraborty CSE/2014/B02 Tower Of Hanoi
2. Shreya Das CSE/2014/B05 problem
3. Giri Swagarika Jaharlal CSE/2014/B03
4. Sanjeev Gupta CSE/2013/091
GROUP 4 1. Soumen Naskar CSE/2013/L04 Searching
2. Swati Roy CSE/2014/L07 Techniques Algo
3. Madhurima Basu CSE/2014/L05
4. Udayan Podder CSE/2014/L13
5. Suvradip Das CSE/2014/L14
6. Puja Dinda CSE/2014/L08
GROUP 5 1. Srijit Chowdhury CSE/2014/L11 15 Puzzle Problem
2.
3. Amita
SounakPatra
Roy CSE/2014/L12
CSE/2014/L06
4. Sudip Kuma Mondal CSE/2014/L01
5. Dibyananda Das CSE/2014/L10
1. Anit Chakraborty CSE2013/061 N – queens problem
2. Shreya Dasgupta CSE2013/062
GROUP 6 3. Punam Karjee CSE2013/064
4. Soudeep Bhattacharjee CSE2013/065
5. Rounaq Choudhuri CSE2013/066
1. Anwesha Paul CSE2013/068 Travelling
2. Animesh Ghosh CSE2013/069 salesperson problem
GROUP 7 3. Satadal Chakravarty CSE2013/070
4. Tanushree Saha CSE2013/071
5. Dipak Gupta CSE2013/072
1. Amrita Saha CSE2013/073 Tower Of Hanoi
2. Deeksha Sinha CSE2013/074 problem
GROUP 8 3. Shubham Kumar CSE2013/075
4. Shubham Sneh CSE2013/076
5. Projjal Saha CSE2013/077
1. Rishav Saigal CSE2013/078
2. Shashank Shekhar CSE2013/079
3. Ranjan Kumar CSE2013/080 Searching
GROUP 9
4. Sneha Gupta CSE2013/081 Techniques Algo
5. Manish Pasi CSE2013/082
6. Meghdeep Biswas CSE2013/083
1. Soutam Dutta CSE2013/084
2. Avinash Singh Chauhan CSE2013/086
GROUP 10 3. Gurupada Chakraborty CSE2013/087 15 Puzzle Problem
4. Sikim Chakraborty CSE2013/088
5. Faizaan Ahmed Khan CSE2013/089

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6. Rakesh Kumar Shaw CSE2013/090

Group no. Name Roll PROJECT
TOPIC
Section A
Group1 1 CSE2013/001 ARINDAM KUNDU N – queens
problem
2 CSE2013/002 PROLAY KUMAR SAHA
3 CSE2013/003 SAIKAT MONDAL
4 CSE2013/004 SOHAM ADHIKARI
5 CSE2013/005 PAYEL SAMANTA
6 CSE2013/006 ARGHYA BHATTACHARYA
GROUP 2 1. CSE2013/007 SOHAM DEV
2. CSE2013/008 SHROUTI GANGOPADHYAY
3. CSE2013/009 MEGHA SARDAR Travelling
salesperson
4. CSE2013/010 MOUMITA BASAK problem
5. CSE2013/011 ABHRADITA GHOSH
6. CSE2013/012 PAYAL GHOSH
GROUP 3 1. CSE2013/013 SUDESHNA ADHIKARY Tower Of Hanoi
problem
2. CSE2013/014 PAULAMI BAKSHI
3. CSE2013/015 RASHID HASHMI
4. CSE2013/017 PRITAM SARDAR
5. CSE2013/018 GOURAB SAMANTA
6. CSE2013/019 SUMAN KUNDU
GROUP 4 1. CSE2013/020 SAYAN MUKHERJEE Searching
Techniques Algo
2. CSE2013/021 BISWAJIT ORAON
3. CSE2013/022 ANTRA VERMA
4. CSE2013/023 DEVMALA MUKHERJEE
5. CSE2013/024 PARNAB SANYAL
6. CSE2013/025 SAYAN KUMAR DAS
GROUP 5 1. CSE2013/026 PRITHA BAG 15 Puzzle Problem

2. CSE2013/027 SUBHASIS CHAKRABORTY

3. CSE2013/028 DIPTARGHYA SENSARMA
4. CSE2013/029 AVIJIT DAS
5. CSE2013/030 PRASHANT KUMAR
6. CSE2013/031 NIRUPAMA SHAW
GROUP 6 1. CSE2013/032 N – queens
RITWIKA PALIT
problem
2. CSE2013/033 SOMA MAITY
3. CSE2013/034 SHUVAM NASKAR
4. CSE2013/035 SOUMEN DAS
5. CSE2013/036 RAKESH KUMAR HALDER
6. CSE2013/037 BIKASH SINGH
GROUP 7 1. CSE2013/038 SHUBHAM KUMAR KARNA
2. CSE2013/039 SHASHANK SHANKAR JHA
3. CSE2013/040 SWARUP GURIA Travelling
salesperson
4. CSE2013/041 DHEERAJ SINGH problem
5. CSE2013/042 INDRANI GANGULY
6. CSE2013/043 RAJIB MONDAL
GROUP 8 1. CSE2013/044 ANURAN MONDAL Tower Of Hanoi
problem
2. CSE2013/045 NILOY BOSE
3. CSE2013/046 ANIK BISWAS
4. CSE2013/047 ROHIT KUMAR SHAW

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5. CSE2013/048 NIKHAT PARVEEN

6. CSE2013/049 SOURAV PAUL
GROUP 9 1. CSE2013/050 PALLAB SADHUKHAN Searching
Techniques Algo
2. CSE2013/051 DIPAYAN MONDAL
3. CSE2013/052 DEBRUP PAUL
4. CSE2013/053 AMARTYA GHOSH
5. CSE2013/054 SOURAV BARAI
GROUP 10 1. CSE2013/056 SANDIPAN SARKAR
2. CSE2013/057 ASHISH ABHINAV
3. CSE2013/058 NISHANT DEEP 15 Puzzle Problem
4. CSE2013/059 SOURAV SAHA
5. CSE2013/060 SOURAV DUTTA

July2015 to December 2015

Group no. Name Roll PROJECT TOPIC

Section B
Group1 1. Abhimansu Srivastava CSE/2014/063 Single link list
2. Subham Kothari CSE/2014/065 (Insertion ,Deletion,
3. Mudasharuddin CSE/2014/076 Concate, Split)
4. Satyam Garodia CSE/2014/080
5. Richa Sinha CSE/2014/083
GROUP 2 1. Sourin Ghatak CSE/2014/062 Double link list
2. Sachin Kumar CSE/2014/086 (Insertion, Deletion,
3. Aquib Jawed CSE/2014/088 Concate , Split,
4. Amit Kumar CSE/2014/075 Merge)
5. Shalu Kumari CSE/2014/064
GROUP 3 1. Soumyabrata Maity CSE/2014/066 Circular Link list
2. Tamalika Halder CSE/2014/078 (Create , Search ,
3. Chayan Maity CSE/2014/079 Insert , Delete , Split)
4. Subham Karmakar CSE/2014/082
5. Dipayita Basu CSE/2014/089
GROUP 4 1. Arijit Bagchi CSE/2014/091 8 Queen Puzzle
2. Jit Dutta CSE/2015/L07
3. Mehul Sengupta CSE/2014/084
4. Sagar Mukherjee CSE/2014/077
5. Alolika Chakraborty CSE/2014/095
GROUP 5 1. Anindya Das CSE/2015/L08 Tower Of Hanoi
2. Pallavi Chatterjee CSE/2015/B01
3. Archita Basu CSE/2015/L01
4. Vikas Gupta CSE/2014/092
5. Rohit Kumar Jaiswal CSE/2014/061
Group no. Name Roll PROJECT TOPIC
Section A Group
Group1 1. RIYA ROY CSE2014/001 Single link list
2. SANCHARI DAS CSE2014/002 (Insertion ,Deletion,
Concate, Split)
3. DHRUBA JOYTI BHUIYA CSE2014/003
4. SURAJIT DAS CSE2014/004
5. SWAGATA KUNDU CSE2014/005
6. SOURIK BARMAN CSE2014/006
GROUP 2 1. URMI HALDER CSE2014/007 Double link list
2. SUBHAM MISRA (Insertion, Deletion,
CSE2014/008
Concate , Split,
3. HILLOL GHOSH CSE2014/009

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4. ARKADIPTA BISWAS CSE2014/010 Merge)

5. TIRTHANKAR GHOSH CSE2014/011
6. BIDIT RAY CSE2014/012
GROUP 3 1. ASHWINI DHAREWA CSE2014/013 Circular Link list
2. KISHAN OJHA (Create , Search ,
CSE2014/014
Insert , Delete ,
3. TONMOY PATRA CSE2014/015 Split)
4. BISWADEEP ROY CSE2014/016
5. JHILIK GUHA CSE2014/017
6. PRITAM BHATTACHARJEE CSE2014/018
GROUP 4 1. SOURJALI DAS CSE2014/019 8 Queen Puzzle
2. AUROPRIYA SINHA CSE2014/020
3. ANASUYA MAJUMDER CSE2014/021
4. ANGSHUMAN MIDYA CSE2014/022
5. SWARUP BANERJEE CSE2014/023
6. SANA KHAN BANO CSE2014/024
GROUP 5 1. SANGITA JANA CSE2014/025 Tower Of Hanoi
2. HARSHIT DHAWAN CSE2014/026
3. DISHA ROY CHOWDHURY CSE2014/027
4. ORCHI SAHA CSE2014/028
5. SUPRITI PAUL CSE2014/029
6. SAYAN PAL CSE2014/030
GROUP 6 1. KAUSTAV BISWAS CSE2014/032 Single link list
2. ANKESH PRINCE (Insertion ,Deletion,
CSE2014/033
Concate, Split)
3. SANCHARI DAS CSE2014/034
4. TANUSREE ROY CSE2014/035
5. SARMISTHA CSE2014/036
6. BHATTACHARYYA
SUBHAMOY SARKAR CSE2014/038
GROUP 7 1. ALFAIZ ULLAH CSE2014/039 Double link list
2. TANMOY SAHA (Insertion, Deletion,
CSE2014/040
Concate , Split,
3. ANUSUYA DHARA CSE2014/041 Merge)
4. SOHAN DUTTA CSE2014/042
5. ARNAB MONDAL CSE2014/043
6. ARPAN PATHAK CSE2014/044
GROUP 8 1. TIRTHAMOULI BAIDYA CSE2014/045 Circular Link list
2. ARKOV PAUL (Create , Search ,
CSE2014/046
Insert , Delete ,
3. RAJARSHI BARUI CSE2014/047 Split)
4. ARKADEB SAHA CSE2014/048
5. SOURISH SENGUPTA CSE2014/049
6. KUHELI PRATIHAR CSE2014/051
GROUP 9 1. DEBKRISHNA ROY CSE2014/052 8 Queen Puzzle
2. ARPAN ROY CSE2014/053
3. SHUBHAM DAS CSE2014/054
4. ARNAB CHOUDHURY CSE2014/055
5. ARINDAM PRASAD CSE2014/056
GROUP 10 1. SANGITA JANA CSE2014/057
2. HARSHIT DHAWAN CSE2014/058
3. DISHA ROY CHOWDHURY CSE2014/059 Tower Of Hanoi
4. ORCHI SAHA CSE2014/060

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Best 5 Micro Projects (July 2016 to December 2016)

Group No. Name Roll No Topic

G1 SUMITA BASU CSE2015/001 Travelling Salesman Problem
APU SARKAR CSE2015/002
DEVPRATIM DAS CSE2015/003
ANIRUDDHA SADHUKHAN CSE2015/004
PRASUN MAJI CSE2015/005

G12 RANA MONDAL CSE2015/015 Searching Techniques Algo

KAUSTAV MONDAL CSE2015/016
SOUVIK DAS CSE2015/017
SOUMAJIT BOSE CSE2015/018
ANISHA ROY CSE2015/019

G3 CHANRADAYA 15 Puzzle Problem

CHAKRABORTY CSE2015/035
NISHITA TIWARY CSE2015/037
SANTANU PAUL CSE2015/038
LIPIKA DAS CSE2015/039
SOUVIK PAL CSE2015/040

G15 SOURABH KESHRI CSE2015/061 Double linked list (Insertion, Deletion,

BAIBHAB KUNDU CSE2015/062 concatenate, Split, Merge)
RITIKA DAS CSE2015/063
MEGHA SARKAR CSE2015/064
PRANAV KUMAR CSE2015/065

G5 ADITYA GUPTA CSE2016/L17

BISWAJIT SAHA CSE2016/L18 Report Card Generation using C
SACHIN SHAW CSE2016/B01
AINDRILA BAKSHI CSE2016/B02
PUJA KUMARI CSE2016/B03

Award List of Micro Project (July 2016 - December 2016)

Position Group Name Roll No Topic

No.
1ST G1 SUMITA BASU CSE2015/001
APU SARKAR CSE2015/002
Travelling Salesman
DEVPRATIM DAS CSE2015/003
Problem
ANIRUDDHA SADHUKHAN CSE2015/004
PRASUN MAJI CSE2015/005

2ND G5 ADITYA GUPTA CSE2016/L17

BISWAJIT SAHA CSE2016/L18
Report Card Generation
SACHIN SHAW CSE2016/B01
using C
AINDRILA BAKSHI CSE2016/B02
PUJA KUMARI CSE2016/B03

3RD G3 CHANRADAYA
CHAKRABORTY CSE2015/035
NISHITA TIWARY CSE2015/037
SANTANU PAUL CSE2015/038
15 Puzzle Problem
LIPIKA DAS CSE2015/039
SOUVIK PAL CSE2015/040
CHANRADAYA
CHAKRABORTY CSE2015/035

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Best 5 Micro Projects (July 2017 - December 2017)

Group No. Name Roll No Topic

G2 Rashida Jahan CSE2016/006 Calendar Application using C
Diptom Saha CSE2016/007
Shuvam Ghosh CSE2016/008
Arkadyuti Bandyopadhyay CSE2016/009
Susmita Goswami CSE2016/010

G15 Abhishek Daga CSE2016/091 Double linked list (Insertion, Deletion,

Sagnik Bera CSE2016/092 concatenate, Split, Merge)
Suparna Bera CSE2016/093
Anindya Sundar Maity CSE2016/094
Sayan Podder CSE2016/095

G5 Samik Chowdhury CSE2016/021 8 Queen Puzzle

Sumana Hansda CSE2016/022
Arkes Ray CSE2016/023
Anamitra Mukherjee CSE2016/024
Sreya Ghosh CSE2016/025
Samik Chowdhury CSE2016/021

G7 Suvajit Roy CSE2016/031 Travelling Salesman Problem

Imankalyan Sarkar CSE2016/032
Soumi Sen CSE2016/033
Saptorshi Pal CSE2016/034
Kushal Baidya CSE2016/035

G10 Aniket Roy CSE2016/068

Sohom Goswami CSE2016/069 Tower of Hanoi
Arpan Mondal CSE2016/070
Abhinaba Kolay CSE2016/071
Indranil Halder CSE2016/072

Award List of Micro Project ( July 2017 - December 2017)

Position Group Name Roll No Topic

No.
1ST G5 Samik Chowdhury CSE2016/021 8 Queen Puzzle
Sumana Hansda CSE2016/022
Arkes Ray CSE2016/023
Anamitra Mukherjee CSE2016/024
Sreya Ghosh CSE2016/025

2ND G7 Suvajit Roy CSE2016/031 Travelling Salesman

Imankalyan Sarkar CSE2016/032 Problem
Soumi Sen CSE2016/033
Saptorshi Pal CSE2016/034
Kushal Baidya CSE2016/035

3RD G1 Aritra das CSE2017/001 Calculator using C

Arnab nath CSE2017/002
Souradeep sen CSE2017/003
Milan hembram CSE2017/004
Waseem ud din wani CSE2017/005

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Best 5 Micro Projects (July 2018 - December 2018)

Group No. Name Roll No Topic

G1 ARITRA DAS CSE2017/001 Calculator using C
ARNAB NATH CSE2017/002
SOURADEEP SEN CSE2017/003
MILAN HEMBRAM CSE2017/004
WASEEM UD DIN WANI CSE2017/005

G6 SAHINI NAG CSE2017/027 Report Card Generation using C

ARSALAAN PERWEZ CSE2017/028
AMIT KUMAR CSE2017/029
MEHUL KUMAR CSE2017/030
ROUNAK SARKAR CSE2017/031

G13 CHANDI CHARAN MALIK CSE2017/064 8 Queen Puzzle

ANIKET ROY CSE2017/065
ASMITA SENGUPTA CSE2017/067
RAHUL KUMAR CSE2017/068
AYAN GHOSH CSE2017/069
KALACHAND DEY CSE2017/070

G20 PRITI HALDER CSE2017/090 Snake Game using C

OUSNIK GHOSH CSE2017/091
SAWAN GHOSH CSE2017/092
SUBHANKAR SEKHAR DAS CSE2017/093
ABHISHEK KUMAR CSE2017/094

G21 ABHISHEK MAJUMDER CSE2018/L01

SUMIT BISWAS CSE2018/L02 Tower of Hanoi
SATYAKI SAHA CSE2018/L03
MD. MAJAHAR ALAM CSE2018/L04
RAHUL ORAON CSE2018/L05

Award List of Micro Project (July 2018 - December 2018)

Position Group No. Name Roll No Topic

1ST G20 PRITI HALDER CSE2017/090 Snake Game using C
OUSNIK GHOSH CSE2017/091
SAWAN GHOSH CSE2017/092
SUBHANKAR SEKHAR DAS CSE2017/093
ABHISHEK KUMAR CSE2017/094

2ND G1 ARITRA DAS CSE2017/001 Calendar Application

ARNAB NATH CSE2017/002 using C
SOURADEEP SEN CSE2017/003
MILAN HEMBRAM CSE2017/004
WASEEM UD DIN WANI CSE2017/005

3RD G13 CHANDI CHARAN MALIK CSE2017/064 8 Queen Puzzle

ANIKET ROY CSE2017/065
ASMITA SENGUPTA CSE2017/067
RAHUL KUMAR CSE2017/068
AYAN GHOSH CSE2017/069
KALACHAND DEY CSE2017/070

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14. REFERENCES:

1. Programming with ANSI and Turbo C – Ashok N.Kamthane

2. Programming in ANSI C – E. Balagurusamy

3. Let Us C - Yaswanth Kanethkar

4. C & Data Structures – Prof. P.S.Desh Pande, Prof. O.G.Kakde, Wiley Dreamtech Pvt.Ltd

5. Data Structures Using C – A.S.Tenenbum, PHI/Person Education.

6. The C Programming Language – B.W.Kernighan,Dennis M.Richie, PHI/ Person Education.

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