Name :

SCHEME :K Roll No.: Year:20__20__

Exam Seat No. :

LABORATORY MANUAL FOR

SOFTWARE ENGINEERING (315323)

COMPUTER ENGINEERING GROUP

MAHARASHTRA STATE BOARD OF

TECHNICAL EDUCATION, MUMBAI
(Autonomous)(ISO21001:2018)(ISO/IEC27001:2013)
Vision

To ensure that the Diploma Level Technical Education constantly matches the latest requirements
of technology industry and includes the all-round personal development of students including
social concerns and to become globally competitive, technology led organization.

Mission

To provide high quality technical and managerial manpower, information and consultancy
services to the industry and community to enable the industry and community to face the changing
technological & environmental challenges.

Quality Policy

We, at MSBTE are committed to offer the best in class academic services to the students and
institutes to enhance the delight of industry and society. This will be achieved through continual
improvement in management practices adopted in the process of curriculum design, development,
implementation, evaluation and monitoring system along with adequate faculty development
programs.

Core Values
MSBTE believes in the following:

 Education industry produces live products,

 Market requirements do not wait for curriculum changes.

 Question paper is the reflector of academic standards of educational organization.

 Well-designed curriculum needs effective implementation too.

 Competency based curriculum is the backbone of need based program.

 Technical skills do need support of life skills,

 Best teachers are the national assets.

 Effective teaching learning process is impossible without learning resources.

 A Laboratory Manual for

SOFTWARE ENGINEERING
(315323)

Semester-V
‘K’ Scheme

(CM/ CO/ CW/ HA/ IH/ SE)

Maharashtra State
Board of Technical Education, Mumbai
(Autonomous) (ISO 21001:2018)(ISO/IEC 27001:2013)
 Maharashtra State
Board of Technical Education, Mumbai
(Autonomous) (ISO 21001:2018)(ISO/IEC 27001:2013)
4th Floor, Government Polytechnic Building, 49, Kherwadi,
Bandra (East), Mumbai -400051.
(Printed On July, 2025)
 Maharashtra State
Board of Technical Education

Certificate
This is to certify that Mr. / Ms ..................................................................... Roll
No. …………., of Fifth Semester of Diploma in………………...…….
…………………………………… of Institute …………………..…......
…………………………. (Institute Code : ………………...) has completed
the term work satisfactorily in course Software Engineering (315323) for the
academic year 20………. to 20 ........................................... as prescribed in the
curriculum.

Place: …………… Enrollment No. : .……………

Date: ……………. Exam. Seat No: ……………...

Subject Teacher Head of the Department Principal

Seal of
Institution
Software Engineering (315323)

Preface
The primary focus of any engineering laboratory/field work in the technical
education system is to develop the much needed industry relevant competencies and
skills. With this in view, MSBTE embarked on this innovative ‘K’ Scheme curricula for
engineering diploma programs with outcome- based education as the focus and
accordingly, relatively large amount of time is allotted for the practical work. This
displays the great importance of laboratory work making each teacher, instructor and
student to realize that every minute of the laboratory time need to be effectively utilized
to develop these outcomes, rather than doing other mundane activities. Therefore, for the
successful implementation of this outcome-based curriculum, every practical has been
designed to serve as a ‘vehicle’ to develop this industry identified competency in every
student. The practical skills are difficult to develop through ‘Chalk and duster’ activity in
the classroom situation. Accordingly, the ‘K’ scheme laboratory manual development
team designed the practical to focus on the outcomes, rather than the traditional age old
practice of conducting practical to ‘verify the theory’ (which may become a byproduct
along the way).
This laboratory manual is designed to help all stakeholders, especially the
students, teachers and instructors to develop in the student the pre-determined outcomes.
It is expected from each student that at least a day in advance, they have to thoroughly
read through the concerned practical procedure that they will do the next day and
understand the minimum theoretical background associated with the practical. Every
practical in this manual begins by identifying the competency, industry relevant skills,
course outcomes and practical outcomes which serve as a key focal point for doing the
practical. The students will then become aware about the skills they will achieve through
procedure shown there and necessary precautions to be taken, which will help them to
apply in solving real-world problems in their professional life.
This manual also provides guidelines to teachers and instructors to effectively
facilitate student- centered lab activities through each practical exercise by arranging and
managing necessary resources in order that the students follow the procedures and
precautions systematically ensuring the achievement of outcomes in the students.
Learning Software Engineering is essential for students as it equips them with the
skills to design, develop, and maintain reliable and efficient software systems. By
mastering software engineering principles and practices, students can enhance their ability
to solve real-world problems, collaborate in development teams, and deliver high- quality
software solutions that meet user needs. These skills not only expand career opportunities
in areas such as application development, systems design, and quality assurance but also
foster critical thinking, problem-solving, and innovation in the software development
lifecycle.
Although the best possible care has been taken to check for errors (if any) in this
laboratory manual, perfection may elude us as this is the first edition of this manual. Any
errors and suggestions for improvement are solicited and highly welcome.

Lab Manual Development Team

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Program Outcomes (POs) to be achieved through the Practical of this course

PO1. Basic and Discipline specific knowledge: Apply knowledge of basic mathematics,
science and engineering fundamentals and engineering specialization to solve the
engineering problems.

PO2. Problem analysis: Identify and analyze well-defined engineering problems using codified
standard methods.

PO3. Design/ development of solutions: Design solutions for well-defined technical problems
and assist with the design of systems components or processes to meet specified needs.

PO4. Engineering Tools, Experimentation, and Testing: Apply modern engineering tools
and appropriate techniques to conduct standard tests and measurements.

PO5. Engineering practices for society, sustainability, and environment: Apply appropriate
technology in the context of society, sustainability, environment, and ethical practices.

PO6. Project Management: Use engineering management principles individually, as a team

member, or as a leader to manage projects and effectively communicate about well-
defined engineering activities.

PO7. Life-long learning: Ability to analyze individual needs and engage in updating in the
context of technological changes.

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Practical- Course Outcome matrix

Course Outcomes (COs)

CO1 - Select suitable software development process model.
CO2 - Prepare software requirement specification.
CO3 - Construct different Software design models.
CO4 - Apply different planning and cost estimation techniques for a software product.
CO5 - Apply project management techniques in software development.
CO6 - Use quality assurance principles in software development.

Sr. Title of the Practical CO1 CO2 CO3 CO4 CO5 CO6
No.
1 *Write problem statement to define the project
title with bounded scope of the project. √
2 Select relevant process model to define √
activities and related tasks set.
3 *Gather application specific requirements for √
assimilate into RE (Requirement’s
engineering) Model.
4 *Prepare broad SRS (software requirement √
Specification) for the project.
5 *Write use-cases and draw use-case diagram. √
6 Draw the activity diagram to represent flow √
from one activity to another for software
development.
7 *Create DFDs (data flow diagram), Decision √
tables and E-R (entity-relationship) diagram.
8 Draw class diagram and Sequence diagram, √
State Transition Diagram.
9 * Create decision table for a project. √
10 *Write test cases to validate requirements from √
SRS document.
11 Prepare test cases for Black Box Testing. √
12 * Identify risks involved in the project and √
prepare RMMM (RMMM-Risk Management,
Mitigation and Monitoring) plan.
13 * Calculate size of the project using Function √
point metric.
14 *Calculate cost of the project using COCOMO √
(Constructive Cost Model) / COCOMO II
approach.
15 *Create software project scheduling charts √
using CPM (Critical Path Method) / PERT
(Project Evaluation and Review Technique)
16 Track progress of the project using Timeline √
Charts/ Gantt charts.

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17 Prepare SQA plan that facilitates various √

Attributes of quality of process.
18 *Prepare SQA plan that facilitates various √
attributes of quality of product.

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Industry / Employer Expected Outcome

The aim of this course is to help the student to attain the following industry identified outcomes
through various teaching learning experiences:

1. Apply SDLC models for structured software development.

2. Analyze and document software requirements effectively.
3. Design modular and maintainable software architectures.
4. Develop reliable and scalable software solutions.
5. Create and execute test cases to ensure software quality.
6. Use version control tools for collaborative development.
7. Apply project management techniques in software projects.
8. Follow coding standards and documentation practices.
9. Understand ethical and legal aspects of software engineering.
10. Communicate technical concepts clearly and professionally.

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Guidelines to Teachers
1. For incidental writing on the day of each practical session every student should maintain a
dated logbook for the whole semester, apart from this laboratory manual, which s/he has to
submit for assessment to the teacher in the next practical session.
2. Teachers should give opportunity to students for hands-on after the demonstration.

3. Assess the skill achievement of the students and COs of each unit.

4. Explain prior concepts to the students before starting of each experiment.

5. List of few sample questions for reference are given. Teachers must design more such
questions so as to ensure the achievement of identified CO.
6. Teacher should ensure that the practical skill and competencies are developed in the students
after the completion of the practical exercise.
7. Teacher may provide additional knowledge and skills to the students even though it’s not
covered in the manual but are expected from the students by the industries.
8. Teacher may suggest the students to refer additional related literature of the Technical papers/
Reference books/ Seminar proceedings, etc.
9. Teacher shall assess the performance of students continuously as per norms prescribed by
MSBTE.
10. During assessment teacher is expected to ask questions to the students to tap their
Achievements grading related knowledge and skills. So that, student can prepare while
submitting record of the practical focus should be given on development of enlisted skills rather
than theoretical knowledge.

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Instructions for Students

1. Understand the purpose of practical and its implementation.

2. Student shall develop practical skills as expected by the Industries.

3. Listen carefully to the instructions given by the teacher about importance of relevant program
Outcomes, relevant course outcomes, practical significance, competency and practical skills,
practical outcome and the theoretical background during the practical session.
4. Write the answers of the questions allotted by the teacher during practical session.
5. Student should develop the habit of group discussion related to the practical, so that exchange
of knowledge/skills could take place.

6. Student shall attempt to develop related hands-on-skills to gain confidence.

7. Student shall refer technical magazines, websites related to the scope of the course.
8. Student should develop habit to submit the practical, exercise continuously and progressively
on the scheduled dates and should get the assessment done.

9. Student should be well prepared while submitting the write up of the exercise.

10. Student should not hesitate to ask any difficulty faced during conduct of practical.

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Contents Page
List of Practical’s and Progressive Assessment Sheet

Sr. Page Date of Date of Assess Dated Remarks

No. Title of Practical No Perfor- submissio ment sign. of (if any)
mance n marks teacher
(25)
1 *Write problem statement to 1
define the project title with
bounded scope of the project.
2 Select relevant process model to 5
define activities and related tasks
set.
3 *Gather application specific 11
requirements for assimilate into
RE (Requirement’s engineering)
Model.
4 *Prepare broad SRS (software 15
requirement Specification) for
the project.
5 *Write use-cases and draw use- 19
case diagram.
6 Draw the activity diagram to 23
represent flow from one activity
to another for software
development.
7 *Create DFDs (data flow 27
diagram), Decision tables and E-
R (entity-relationship) diagram.
8 Draw class diagram and 31
Sequence diagram, State
Transition Diagram.
9 * Create decision table for a 36
project.
10 *Write test cases to validate 40
requirements from SRS
document.
11 Prepare test cases for Black Box 44
Testing.
12 * Identify risks involved in the 48
project and prepare RMMM
(RMMM-Risk Management,
Mitigation and Monitoring) plan.
13 * Calculate size of the project 52
using Function point metric.
14 *Calculate cost of the project 57
using COCOMO (Constructive
Cost Model) / COCOMO II
approach.
15 *Create software project 61
scheduling charts using CPM
(Critical Path Method) / PERT

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 Software Engineering (315323)
(Project Evaluation and Review
Technique)
16 Track progress of the project 66
using Timeline Charts/ Gantt
charts.
17 Prepare SQA plan that facilitates 70
various attributes of quality of
process.
18 *Prepare SQA plan that 74
facilitates various attributes of
quality of product.
Total Marks

(Note : Out of above suggestive LLOs -

 '*' Marked Practical (LLOs) Are mandatory.
 Minimum 80% of above list of lab experiment are to be performed.
 Judicial mix of LLOs are to be performed to achieve desired outcomes.

Note: Marks to be transferred to Performa of (CIAAN-K format).

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Practical No.1: Write problem statement to define the project title with
bounded scope of the project.

I Practical Significance
Defining a problem statement is a foundational step in any software development project. It
helps students to articulate the exact issue they are solving, set clear goals, and establish
boundaries for the system. This practice is essential in software engineering to ensure that
the development process is focused, efficient, and meets user expectations. By writing a well-
structured problem statement, students gain practical skills in requirement gathering, problem
analysis, and scope definition—skills that are highly valued in the industry.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Analyze and document software requirements effectively.

III Course Level Learning Outcome

CO1- Select suitable software development process model.

IV Laboratory Learning Outcome

LLO 1.1-Use software tool to Write problem statement and identify scope of the project.

V Relevant Affective domain related Outcome(s)

1. Develops a positive attitude toward identifying and solving real-world problems.
2. Demonstrates responsibility in clearly defining project goals and limitations.
3. Values the importance of clear documentation and effective communication in project
planning.

VI Relevant Theoretical Background

Students should have a basic understanding of the Software Development Life Cycle (SDLC)
and the principles of requirement engineering, including various types of requirements. A
problem statement is a clear, concise description of the issue that a project aims to solve. It
defines the context, identifies the gap or challenge, and outlines the intended outcome.
Similarly, the scope of a project refers to the boundaries within which the project will be
executed—it specifies what is included and excluded in terms of features, functions, and
deliverables. Understanding these elements is essential for drafting a focused and effective
problem statement that guides the development process.

VII Exercises
Follow the procedure given below:
1. Select a meaningful and relevant project title.
2. Study the background of the problem using online resources or user feedback.
3. Identify the issue and explain why it needs a solution.
4. Propose a software solution to address the issue.
5. Clearly define the scope – what the project will include or exclude.
6. Use a software tool (e.g., MS Word, Google Docs, Notion) to create a formatted
document.
7. Review and finalize the problem statement.
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VIII Procedure with Example:

Project Title: Online Book Donation and Request Portal
Problem Statement:
Many students and individuals find it difficult to access affordable educational resources,
especially in underprivileged areas. At the same time, numerous people have unused books
that could be reused. However, there is no common platform to connect book donors and
seekers. The Online Book Donation and Request Portal aims to provide a digital solution to
bridge this gap by allowing users to donate or request books through an easy-to-use web
portal.
Scope of the Project:
 In scope: User registration, book listing, search and filter functionality, request and
donation tracking.
 Out of scope: Payment integration, courier or delivery management, and mobile app
development.

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Project Open source Software
Management Tools: such as Jira.

X Precautions to be followed
1. Select a project title that is realistic and achievable within the given scope.
2. Clearly define the problem and scope to avoid ambiguity.
3. Use proper formatting and save your work regularly in the chosen software tool.

XI Conclusion
…………………………………………………………………………………………...

…………………………………………………………………………………………...

XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. Write problem statement to define online shopping with bounded scope of the project.
2. Write problem statement to define Online Library Management System with bounded
scope of the project.
3. What Problem Statement and Scope of Project?

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[Space for Answer]

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
examples-and-more
3. [Link]
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

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Practical No.2: Select relevant process model to define activities and

related tasks set.

I Practical Significance
Selecting a relevant process model to define activities and related task sets is a key aspect of
software engineering practice. It enables students to understand how different models
influence the planning, execution, and delivery of software projects. This approach helps in
aligning the development process with project goals, user needs, and technical constraints.
By applying the appropriate model, students learn how to manage workflows, allocate
resources effectively, and adapt to changes during development. This experience builds
essential competencies in project structuring, time management, and quality assurance—
skills that are directly applicable and highly valued in the software industry.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Analyze and document software requirements effectively.
3. Use version control tools for collaborative development.

III Course Level Learning Outcome

CO1- Select suitable software development process model.

IV Laboratory Learning Outcome

LLO 2.1- Use appropriate process model and activities related to project.

V Relevant Affective domain related Outcome(s)

1. Select the most suitable process model for a given project.
2. Organize and plans project tasks and activities responsibly.
3. Demonstrate clear communication and proper documentation during project execution.

VI Relevant Theoretical Background

A software process model shows the steps and order of activities needed to develop software.
Common models like Waterfall, Agile, and Six Sigma give different ways to organize and
manage these tasks depending on the project’s needs. Understanding these models helps
students learn how to pick the best method for their project or industry.
The process model chosen affects how testing is done, including what tests are needed and
when to perform them. Learning about these models also introduces students to ideas of
continuous improvement and quality control, which are important for making sure software
works well. Having a good understanding of these concepts helps students make better
decisions during software development and prepares them for real-world work.
Waterfall Model:
A step-by-step process where each phase (requirement, design, coding, testing) is done one
after another. It works well when the project requirements are clear from the start.
Incremental Process Model (RAD):
The project is divided into small parts called increments. Each part is developed quickly and
added to the system. This helps deliver working software faster.
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Prototyping Model:
A basic version of the software is built first to show users. Their feedback helps improve and
finalize the system. This model is good when the exact requirements are unclear.
Spiral Model:
This model repeats phases like planning, risk analysis, development, and evaluation in
cycles. It is useful for large or risky projects because risks are managed early.
Agile Process Model:
Development happens in short cycles called sprints, with continuous feedback and
improvements. It allows changes at any time and involves close teamwork with users.

VII Exercises
Follow the procedure given below:
1. Learn about Software Process Models
Read and take notes on models like Waterfall, Agile, Spiral, etc.
2. Assess the Needs of Stakeholders
Gather expectations from users or clients. (Google Forms, MS Forms, Word, Excel)
3. Define Activities and Related Tasks
List project phases and break them into smaller tasks. (Excel, Google Sheets, Notion)
4. Set Selection Criteria
Write down important factors like cost, time, and team size. (Word, Google Docs,
Excel Sheets)
5. Choose the Suitable Model
Compare process models and select the one that matches the project needs. (Excel,
Google Sheets, Word, and Google Docs).

VIII Procedure with Example:

Project Title: Online Book Donation and Request Portal
Step 1: Use different models to problem statement
Model Description Suitable For Application to This
Project
Waterfall Step-by-step, complete When requirements Use if all portal features
one phase before next are fixed are clearly known
RAD Build small parts fast, Fast delivery needed Quickly develop login,
(Incremental) get feedback, add donation, request parts
more
Prototyping Build basic version, Requirements Prototype donation/
get user feedback, unclear request forms to
improve understand needs
Spiral Repeat cycles of Complex or risky For secure donation
planning and risk projects tracking and admin
management controls
Agile Work in short cycles, Flexible and Deliver portal features bit
get feedback, improve changing by bit, adapt as needed
continuously requirements

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Step 2: Assess the Needs of Stakeholders:

Stakeholder Role Expectations
Donors People donating books Easy donation process, condition
details
Requesters People requesting books Quick search, request tracking
Admin Portal manager Manage donations and requests
easily
Volunteers Help with logistics Donation schedules,
communication
Community Partners Libraries/NGOs Data sharing and reports
IT Support Team Maintenance and support Easy system maintenance

Step 3: Define Activities and Related Tasks

Project Phase Activity Important Tasks
Requirement Understand what is needed Identify user needs, list features, gather
Analysis feedback
System Design Plan system structure Create UI layouts, define database structure
Development Build functional parts Code login, donation form, request system,
admin panel
Testing Ensure everything works Test all functions, fix bugs, verify user
experience
Deployment Make it live for users Host the system, connect the database, open
to users
Maintenance Keep it running smoothly Monitor usage, fix issues, add small
updates if needed
Step 4. Set Selection Criteria
Criteria Description Importance Reason
Cost Total budget for High Choose a model that fits budget
development
Time Deadline to complete High Must finish within 6 months
project
Flexibility Ease of handling changes High Requirements may evolve
Scalability Can support many users High Needs to grow with demand
Quality Reliability and High Must work fast and without bugs
performance
Step 5: Choose the Suitable Model
Model Best Used When Reason for Suitability
Waterfall Requirements are fixed and Less suitable — project needs ongoing
well understood updates and user feedback
RAD Project needs quick delivery Good for fast development of modules like
in parts donate, login, request
Prototyping Requirements are unclear at Helps gather user input and refine main
the start features early

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Spiral Project involves risks or Useful for secure features like admin access
sensitive data and donation tracking
Agile Needs regular updates and Best choice — supports feedback, flexible
user input improvements, fast delivery
For the Online Book Donation and Request Portal, Agile is the most suitable model due to
its flexibility and user-focused development.

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Project Open source Software
Management Tools: such as Jira.

X Precautions to be followed
1. Select a project title that is realistic and achievable within the given scope.
2. Clearly define the problem and scope to avoid ambiguity.
3. Use proper formatting and save your work regularly in the chosen software tool.

XI Conclusion

…………………………………………………………………………………………...

…………………………………………………………………………………………...

…………………………………………………………………………………………...

XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design
more such questions to ensure the achievement of identified CO.
1. Which process model recommend for the Online Library Management System.
2. Write down the waterfall model activities and related tasks set for Hospital Patient
Record Management System.

[Space for Answer]

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
examples-and-more
3. [Link]
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

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Practical No.3: Gather application specific requirements for assimilate

into RE (Requirement’s engineering) Model.

I Practical Significance
Gathering application-specific requirements and assimilating them into a Requirements
Engineering (RE) model is a crucial phase in the software development lifecycle. It helps
students to interact with stakeholders, extract relevant information, and interpret business
needs into clear, actionable software requirements. This exercise develops critical thinking,
communication, and analytical skills necessary for defining functional and non-functional
requirements. Integrating these requirements into a structured RE model—using techniques
such as use case diagrams, data flow diagrams, or requirement traceability matrices—ensures
systematic documentation and traceability throughout the project. Practicing this process
allows students to apply industry-standard methods used in real software projects, thereby
enhancing their readiness for professional roles in software engineering and systems analysis.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Analyze and document software requirements effectively.
3. Use version control tools for collaborative development.

III Course Level Learning Outcome

CO 2- Prepare software requirement specification.

IV Laboratory Learning Outcome

LLO 3.1 Apply the principles of requirement engineering.

V Relevant Affective domain related Outcome(s)

1. Select the most suitable process model for a given project.
2. Organize and plans project tasks and activities responsibly.
3. Demonstrate clear communication and proper documentation during project execution.

VI Relevant Theoretical Background

Students should have a basic understanding of how to gather application-specific
requirements and how to incorporate them into a Requirements Engineering (RE) model.
Gathering requirements involves identifying the specific needs, constraints, and expectations
of users and stakeholders for the software application. This process helps to clearly define
what the system must do and under what conditions it should operate. Integrating these
requirements into an RE model means organizing and documenting them systematically
using tools like use case diagrams, data flow diagrams, or requirement traceability matrices.
Understanding this process is essential for creating a structured, clear, and complete
representation of the requirements, which guides the entire software development lifecycle.

VII Exercises
Follow the procedure given below:
1. Select a meaningful and relevant software project.

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2. Research the project background by consulting users, stakeholders, or online

resources.
3. Identify and list the specific requirements related to the application.
4. Classify the requirements into functional and non-functional categories.
5. Organize and document these requirements using a Requirements Engineering (RE)
model (e.g., use case diagrams, data flow diagrams).
6. Use a software tool (e.g., MS Word, Google Docs, [Link]) to prepare a clear and
formatted RE document.
7. Review the requirements and RE model with peers or mentors, and finalize the
documentation.

VIII Procedure with Example:

Project Title: Online Book Donation and Request Portal
Problem Statement:
Gathering application-specific requirements is essential to understand the detailed needs of
users and stakeholders for the Online Book Donation and Request Portal. Without clear and
well-organized requirements, the development process can become unfocused and may fail
to meet user expectations. This project focuses on collecting, analyzing, and documenting
the specific functional and non-functional requirements from potential users, donors, and
administrators. These requirements will then be organized into a Requirements Engineering
(RE) model to provide a structured and clear blueprint for the system design and
development.
Scope of the Project:
In scope: Identifying user needs such as registration, book donation and request processes,
search and filter options, and tracking features; documenting these requirements using RE
tools like use case diagrams and data flow diagrams.
Out of scope: Technical implementation details, UI/UX design specifics, and deployment
environment considerations.

IX Required Resources

Sr. Name of Major Specification Remarks

No. Resource
1. Computer System Any desktop or laptop
computer with CPU>
i3 and RAM 4GB
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Project Open source Software
Management Tools: such as Jira.

X Precautions to be followed
1. Select a project title that is realistic and achievable within the given scope.
2. Clearly define the problem and scope to avoid ambiguity.
3. Use proper formatting and save your work regularly in the chosen software tool.

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XI Conclusion

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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. Write the application-specific requirements for an Online Shopping system and
organize them into a Requirements Engineering (RE) model.
2. Identify and document the requirements for an Online Library Management System
and represent them using RE techniques.
3. What is the importance of gathering application-specific requirements and how are
they integrated into an RE model?

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
[Link]
2. [Link]
3. [Link]
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

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Practical No.4: Prepare broad SRS (software requirement Specification)

for the project.

I Practical Significance
Preparing a broad Software Requirements Specification (SRS) is a vital step in the software
development lifecycle that consolidates all gathered requirements into a comprehensive and
structured document. It enables students to articulate software functionality, performance
criteria, design constraints, and system interfaces in a clear and formal manner. By organizing
requirements according to IEEE standards or similar frameworks, students learn to
communicate technical details effectively with developers, testers, and stakeholders. The
SRS serves as a foundation for design, development, and validation processes, ensuring that
all parties share a common understanding of project scope and objectives. This process helps
students gain familiarity with documentation practices used in real-world software projects,
improving their ability to plan, negotiate, and manage software systems in professional
environments.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Analyze and document software requirements effectively.
3. Communicate technical concepts clearly and professionally.

III Course Level Learning Outcome

CO2- Prepare software requirement specification.

IV Laboratory Learning Outcome

LLO 4.1- Create SRS document for the project.

V Relevant Affective domain related Outcome(s)

1. Select the most suitable process model for a given project.
2. Organize and plans project tasks and activities responsibly.
3. Demonstrate clear communication and proper documentation during project execution.

VI Relevant Theoretical Background

Students should have a basic understanding of how to prepare a broad Software
Requirements Specification (SRS) and its role in guiding software development. Preparing
an SRS involves compiling all functional and non-functional requirements, system
interfaces, constraints, and assumptions into a well-structured and formal document. This
specification acts as a single source of truth for developers, testers, and stakeholders,
ensuring that everyone has a shared understanding of what the system should accomplish. A
broad SRS is typically organized using industry standards such as IEEE 830, enabling
consistency and clarity throughout the project. Understanding how to create and use an SRS
is essential for maintaining traceability, minimizing misunderstandings, and supporting
successful project planning, design, and validation efforts.

VII Exercises
Follow the procedure given below:
1. Select a meaningful and relevant software project.

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2. Gather requirements through user/stakeholder interaction or research.

3. Identify and classify functional and non-functional requirements.
4. Follow a standard structure (e.g., IEEE 830) for organizing the SRS.
5. Include system scope, interfaces, constraints, and performance needs.
6. Use appropriate tools to create a well-formatted document.
7. Review and refine the SRS based on feedback for accuracy and clarity.

VIII Procedure with Example:

Project Title: Online Book Donation and Request Portal
Problem Statement:
Preparing a broad Software Requirements Specification (SRS) is crucial to formally
document and communicate the comprehensive needs of users, donors, and administrators
involved in the Online Book Donation and Request Portal. Without a well-defined SRS,
project development risks misinterpretation, scope creep, and inconsistency in
implementation. This project focuses on compiling the gathered functional and non-
functional requirements into a clear, standardized, and detailed SRS document. The SRS will
act as a definitive guide for developers and stakeholders, ensuring that the system design and
development align closely with the agreed-upon objectives and constraints.
Interview potential users like donors, recipients, and administrators to understand their
needs and expectations. Research similar platforms to gather functional features. Identify and
document the system’s functional and non-functional requirements. Organize the SRS into
sections like Introduction, Overall Description, Specific Requirements, System Features,
External Interface Requirements, etc. Use a documentation tool to prepare a clearly formatted
and professional-looking SRS document. Use MS Word or Google Docs to draft the SRS
with headings, tables, and diagrams for clarity. Review the SRS with peers, mentors, or
stakeholders and incorporate feedback to finalize the specification

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop
computer with CPU>
i3 and RAM 4GB
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Project Open source Software
Management Tools such as Jira.

X Precautions to be followed
1. Select a project title that is realistic and achievable within the given scope.
2. Clearly define the problem and scope to avoid ambiguity.
3. Use proper formatting and save your work regularly in the chosen software tool.

XI Conclusion

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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. Prepare a broad Software Requirements Specification (SRS) for an Online Shopping
system covering functional and non-functional requirements.
2. Develop a structured SRS document for an Online Library Management System
following IEEE 830 or similar standards.
3. Explain the significance of a Software Requirements Specification (SRS) and how it
supports the software development lifecycle.

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
[Link]
2. [Link]
3. [Link]
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education. 18 (‘K’ scheme)

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Practical No.5: Write use-cases and draw use-case diagram.

I Practical Significance
Use-cases and use-case diagrams are key tools in the software development lifecycle for
capturing system functionality from the perspective of those who interact with the system.
This process helps students identify the different participants and the ways they engage with
the system, outlining scenarios that describe how the system responds under various
conditions. Developing detailed use-case descriptions along with use-case diagrams
strengthens students’ ability to analyze and model requirements clearly and effectively. This
approach encourages critical thinking and improves communication with stakeholders by
providing a visual, user-focused representation of system behavior. Mastering use-case
modeling equips students with industry-relevant skills that support collaboration among
analysts, designers, and developers throughout the project.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Design modular and maintainable software architectures.
3. Develop reliable and scalable software solutions.

III Course Level Learning Outcome

CO3 - Construct different Software design models.

IV Laboratory Learning Outcome

LLO 5.1- Construct use case diagram for software models.

V Relevant Affective domain related Outcome(s)

1. Select the most suitable process model for a given project.
2. Demonstrates attention to detail and clarity when developing use-cases and diagrams.
3. Demonstrate clear communication and proper documentation during project execution.

VI Relevant Theoretical Background

Students should have a basic understanding of how to develop use-cases and represent them
using use-case diagrams, and how these tools contribute to effective system analysis and
design. Creating use-cases involves identifying key interactions between participants and the
system to describe how specific goals are achieved through system behavior. Use-case
diagrams provide a visual representation of these interactions, helping to clarify functionality
and system boundaries. These modeling techniques are part of standard industry practices,
commonly applied using UML (Unified Modeling Language), and serve as important
communication tools among stakeholders, analysts, and developers. Understanding how to
construct and use use-cases and diagrams is essential for capturing requirements accurately,
improving collaboration, and guiding system implementation.

VII Exercises
Follow the procedure given below:
1. Select a meaningful and relevant software project.
2. Identify system interactions and main functions.

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3. Define key use-cases with clear steps.

4. Draw the use-case diagram using UML notation.
5. Use appropriate tools for documentation.
6. Review and refine for clarity and completeness.

VIII Procedure with Example:

Project Title: Online Book Donation and Request Portal
Problem Statement:
Defining and modeling system interactions through use-cases and use-case diagrams is
essential for understanding the functional flow of the Online Book Donation and Request
Portal. Without clear and well-structured use-cases, there may be confusion regarding user
roles, system boundaries, and expected system behavior. This project aims to identify and
document key system scenarios and represent them visually using use-case diagrams. These
artifacts will help bridge communication between stakeholders and developers by clearly
outlining how the system is expected to operate under different conditions, supporting better
analysis, design, and implementation.
Interview different types of participants such as donors, recipients, and administrators to
gather scenarios of how they interact with the system. Analyze their goals and define use-
cases for major features like donating books, requesting books, managing listings, and
approving requests. Write detailed use-case descriptions that include steps, conditions, and
outcomes. Create a use-case diagram using UML notation to visually represent these
interactions. Tools like [Link] or StarUML can be used for diagram creation. Present the
use-cases and diagrams to peers or mentors for feedback, and revise them for accuracy and
completeness.

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Design Free Use Case Diagram
Tools Creator

X Precautions to be followed
1. Follow standard UML conventions in diagrams.
2. Use proper tools to draft and save diagrams.
3. Review diagrams with peers or mentors for accuracy.

XI Conclusion

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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. Identify and document use-cases for an Online Shopping system, and create the
corresponding use-case diagram.
2. Develop use-case descriptions and draw a use-case diagram for an Online Library
Management System.
3. Explain the importance of use-cases and use-case diagrams in understanding system
requirements and facilitating communication among stakeholders.

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
3. [Link]
case-diagram/
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education. 22 (‘K’ scheme)

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Practical No.6: Draw the activity diagram to represent flow from one
activity to another for software development.

I Practical Significance
Activity diagrams are useful tools in software development for showing the flow of actions
and decisions within a system. They help students visualize how processes move from one
step to another, including choices and parallel paths. This improves understanding of system
logic and workflow. Creating these diagrams develops analytical and planning skills. It also
enhances communication with stakeholders by clearly presenting process flows.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Design modular and maintainable software architectures.
3. Develop reliable and scalable software solutions.

III Course Level Learning Outcome

CO3 - Construct different Software design models.

IV Laboratory Learning Outcome

LLO 6.1- Design activity diagram for the project.

V Relevant Affective domain related Outcome(s)

1. Select the most suitable process model for a given project.
2. Demonstrates clarity and precision when creating activity diagrams.
3. Ensure workflow diagrams are accurate and follow standards.

VI Relevant Theoretical Background

Students should understand how to create activity diagrams to show the step-by-step flow of
actions in a system. These diagrams include actions, decisions, and parallel processes to
explain how the system works. Activity diagrams use UML (Unified Modeling Language)
symbols and are common in real-world software design. They help in analyzing logic,
improving process clarity, and planning development.
Notations used in activity diagram:
Shape Description
Start Symbol: Represents the beginning of a process or workflow in an activity
diagram.
Activity Symbol: Indicates the activities that make up a modeled process.

Connector Symbol (Arrow): Shows the direction of flow in the activity.

Join Symbol: A thick vertical or horizontal line that combines concurrent
activities.

Fork Symbol: Splits a single activity flow into two concurrent activities.

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Decision Symbol: Diamond shape representing branching or merging of flows.

Note Symbol: Adds messages or comments that don’t fit within the diagram.

Final Node – Marks the end of the workflow

VII Exercises
Draw an activity diagram for an Online Food Delivery System showing activities like
browsing menus, placing orders, making payments, order preparation, and delivery. Include
decision points for order confirmation and payment success.

VIII Procedure:
Steps to Draw an Activity Diagram for Software
Development
1. List Activities – Identify key phases (e.g.,
Requirements, Design, Coding, Testing).
2. Start Node – Use a solid circle to show the starting
point.
3. Add Actions – Draw each phase as a rounded
rectangle.
4. Connect with Arrows – Use arrows to show the
flow between actions.
5. Use Decision Nodes – Add diamonds for choices
(e.g., test pass/fail).
6. Fork/Join if needed – Show parallel activities
using bars.
7. End Node – Use a circle with a dot to mark the
end.
8. Label Clearly – Name each activity and decision.
9. Add Swim lanes – Optional: divide by roles (e.g.,
Developer, Tester).
10. Review – Check for accuracy and logical flow. Fig 7.1 Sample Activity diagram

IX Required Resources

Sr. Name of Major Specification Remarks

No. Resource
1. Computer System Any desktop or laptop
computer with CPU>
i3 and RAM 4GB
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Design [Link], Decision
Tools Table Maker, Tiny
tools

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X Precautions to be followed
1. Follow standard UML conventions in diagrams.
2. Use proper tools to draft and save diagrams.
3. Review diagrams with peers or mentors for accuracy.

XI Conclusion

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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. Develop an activity diagram illustrating the steps involved in user registration and
login for an online portal.
2. What is an activity diagram used for in software engineering?
3. Name the key components of an activity diagram.
4. How does an activity diagram differ from a flowchart?

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
activity-diagram/
2. [Link]
3. [Link]
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

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Practical No.7: Create DFDs (data flow diagram), Decision tables and
E-R (entity-relationship) diagram.

I Practical Significance
DFDs, Decision Tables, and E-R Diagrams help visualize data flow, decision logic, and
relationships in a system. These tools improve students’ ability to analyze and design
software clearly. Using them supports better planning and problem-solving skills. Clear
visual representations simplify communication of complex system details to stakeholders.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Design modular and maintainable software architectures.
3. Develop reliable and scalable software solutions.

III Course Level Learning Outcome

CO3 - Construct different Software design models.

IV Laboratory Learning Outcome

LLO 7.1- Draw data flow diagram for the project.
LLO 7.2- Create Decision tables and E-R diagram.

V Relevant Affective domain related Outcome(s)

1. Select the most suitable process model for a given project.
2. Demonstrates clarity and precision when creating DFD, E-R diagrams.
3. Ensure workflow diagrams are accurate and follow standards.

VI Relevant Theoretical Background

Students should understand how to create DFDs, Decision Tables, and E-R diagrams to
represent data flow, decision rules, and entity relationships in a system. These tools use
standard symbols and notations and are widely used in software analysis and design. A Data
Flow Diagram (DFD) is a graphical representation that depicts the flow of data within a
system. It illustrates how data moves from external entities into the system, how it is
processed, stored, and outputted. DFDs are a fundamental tool used in systems analysis and
design to model the system’s functional processes and data movement clearly and
systematically.
 Processes: Represent the transformation or manipulation of data. Processes take inputs,
process them, and produce outputs. In DFDs, processes are usually represented by circles
or rounded rectangles.
 Data Flows: Indicate the movement of data between entities, processes, and data stores.
Data flows are shown by arrows pointing in the direction of data movement.
 Data Stores: Represent places where data is stored within the system, such as databases
or files. They hold data for later retrieval or processing. Data stores are depicted as open-
ended rectangles or parallel lines.
 External Entities: Are outside the system but interact with it by providing inputs or
receiving outputs. These can be users, organizations, or other systems. They are shown
as squares or rectangles.
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VII Exercises
Design an Online Book Donation System where users can search for books available for
donation, donate books by providing details, request donated books, and receive
confirmation of donation or request. The system manages donor and recipient information,
checks book availability, and confirms transactions. Create Data Flow Diagrams (DFDs) to
represent the flow of data in the system.

VIII Procedure:
1. Choose a project like an Online Book Donation System.
2. Identify main data flows such as book donation, request, and approval.
3. List decision points, for example, eligibility to donate or approve requests.
4. Determine key entities like donors, books, and administrators.
5. Create a context-level DFD showing overall data movement.
6. Develop detailed DFDs for donation and request processes.
7. Construct decision tables for approval criteria.
8. Draw an E-R diagram illustrating relationships between donors, books, and requests.
9. Use tools like [Link] and review diagrams for clarity and correctness.

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Design [Link], Decision
Tools Table Maker, Tiny
tools

X Precautions to be followed
1. Follow standard UML conventions in diagrams.
2. Use proper tools to draft and save diagrams.
3. Review diagrams with peers or mentors for accuracy.

XI Conclusion

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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. What is a Data Flow Diagram (DFD)?
2. Describe the main components of a Data Flow Diagram with examples.

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3. Create detailed DFDs, decision tables, and E-R diagrams for an Online Shopping
System to show data flow, decision points, and entity relationships.
4. Develop DFDs and decision tables illustrating the order processing and payment
approval steps, and draw an E-R diagram for customers, products, and orders.

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
3. [Link]
4. [Link]
5. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

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Practical No.8: Draw class diagram and Sequence diagram, State

Transition Diagram.

I Practical Significance
Class, sequence, and state transition diagrams visualize system structure and behavior,
improving design clarity and planning. These diagrams enhance communication with
stakeholders.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Design modular and maintainable software architectures.
3. Develop reliable and scalable software solutions.

III Course Level Learning Outcome

CO3 - Construct different Software design models.

IV Laboratory Learning Outcome

LLO 8.1- Represent software project by class diagrams.

V Relevant Affective domain related Outcome(s)

1. Select the most suitable process model for a given project.
2. Apply clarity and accuracy when creating class, sequence, and state diagrams.
3. Ensure workflow diagrams are accurate and follow standards.

VI Relevant Theoretical Background

Students should understand how to create class diagrams, sequence diagrams, and state
transition diagrams to represent system structure, interactions, and state changes. These
diagrams use standard UML notations and are essential in object-oriented analysis and
design.
UML Class Diagram Notations
Element Symbol /Notation Description
Class A blueprint with name, attributes, and
operations.
Interface Declares method signatures without
implementation.
Attribute + for public Variable/property in a class.
- for private
# for protected
/ for derived
~ for package
Method/Operation Function or behavior of a class.
playGame( )

Association Regular relationship between two classes.

Multiplicity Indicates how many instances are involved.

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Aggregation Whole-part relationship; part can exist

independently.
Composition Strong whole-part; part can't exist without
whole.
Generalization Inheritance (is-a relationship).

Dependency One class uses another temporarily.

UML Sequence Diagram Notations

Element Symbol /Notation Description
Actor/Object Participant (user, system, or
object) in interaction.

Lifeline Shows object's presence during

the interaction.

Boundary
Message (Call) Message A call from one object to
another.
Return Message Return message A return value or response from
a method.
Asynchronous Asynchronous Message Message sent without waiting
Message for response.
Execution A thin rectangle showing when
Occurrence an object performs an action.
Destroy Message Indicates termination of an
object.
UML State Diagram Notations
Element Symbol /Notation Description
State Description of a specific time
span in an object's lifecycle.

Transition State transition from a source

to a target state.
Initial state Start of a state machine
diagram.
Final state End of a state machine
diagram.
Terminate node Termination of an object's state
machine diagram.
Decision node Node from which multiple
transitions can proceed.

Parallelization node Splitting of a transition into

multiple parallel transitions.

Synchronization node Merging of multiple parallel

transitions into one.

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Shallow and deep Return address to a sub state or

history state nested sub state.

VII Exercises
Design a Railway Reservation System where users can search for trains, book tickets, and
receive booking confirmation. The system checks seat availability, processes user
information, and confirms bookings after successful payment.

VIII Procedure:
1. Identify the main entities/objects involved (e.g., Passenger, Ticket, Train).
2. Determine the attributes, states, or interactions relevant to each entity.
3. Define relationships, messages, or state transitions based on system behavior.
4. Choose the diagram type and represent the elements accordingly (classes, lifelines,
states).
5. Add details like methods, messages, or events to clarify functionality.
6. Review the diagram to ensure it accurately models the Railway Reservation System.

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> i3 system for each
and RAM 4GB student
onwards
2. Software Package MS Word, Google Docs,
Notion
3. Software Design [Link], Decision Table
Tools Maker, Tiny tools

X Precautions to be followed
1. Follow standard UML conventions in diagrams.
2. Use proper tools to draft and save diagrams.
3. Review diagrams with peers or mentors for accuracy.

XI Conclusion
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…………………………………………………………………………………………...

XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. Create detailed DFDs, decision tables, and E-R diagrams for an Online Shopping
System to show data flow, decision points, and entity relationships.
2. Develop DFDs and decision tables illustrating the order processing and payment
approval steps, and draw an E-R diagram for customers, products, and orders.
3. Differentiate between attributes and operations in a class diagram.
4. What is the purpose of visibility symbols (+, −, #) in a class diagram?
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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
3. [Link]
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education. 35 (‘K’ scheme)

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Practical No. 9: Create decision table for a project.

I Practical Significance
Decision tables are powerful tools used to represent complex business logic or conditions in
a structured and visual format. They help in analyzing various combinations of inputs
(conditions) and their corresponding system actions (outputs). This practical introduces
students to modeling decision rules logically and systematically, improving decision-
making, system design, and validation. By developing a decision table for their selected
project, students gain insight into how software handles multiple conditions and are better
equipped to analyze and implement conditional logic accurately.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Design modular and maintainable software architectures.
3. Develop reliable and scalable software solutions.

III Course Level Learning Outcome

CO3 - Construct different Software design models.

IV Laboratory Learning Outcome

LLO 9.1- Prepare decision table for the project.

V Relevant Affective domain related Outcome(s)

1. Select the most suitable process model for a given project.
2. Demonstrate clarity and precision when creating decision table for a project.
3. Ensure workflow diagrams are accurate and follow standards.

VI Relevant Theoretical Background

Students Students should understand the basics of decision tables—how they are structured
and why they are used. A decision table consists of: Conditions: Logical statements or inputs.
Actions: Operations to be executed based on the [Link]: Columns representing
combinations of condition outcomes (Yes/No or True/False) mapped to specific actions.
Decision tables are widely used in requirement analysis, business rule validation, and test
case generation. They ensure that all possible scenarios are considered, reduce ambiguity,
and help design robust systems.

VII Exercises
Follow the procedure given below:
1. Select a meaningful and relevant software project.
2. Identify the key decision points or conditional logic within the system.
3. List all possible conditions and actions.
4. Create a decision table to represent condition combinations and their corresponding
actions.
5. Use a documentation or table tool to create a well-formatted decision table.
6. Review and refine the table to ensure completeness and correctness

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VIII Procedure with Example:

Project Title: Railway Reservation System.
Problem Statement:
In the Railway Reservation System, several conditions must be validated before confirming
a ticket reservation—such as seat availability, passenger details accuracy, and payment
status. Without a systematic approach, these checks may be applied inconsistently,
potentially resulting in booking errors, double reservations, or user dissatisfaction. A decision
table helps standardize this logic by clearly mapping each combination of conditions to a
defined system action. This structured methodology improves clarity, ensures reliable and
fair processing, and supports consistent development, testing, and maintenance.

Conditions Rule 1 Rule 2 Rule 3 Rule 4

Seat Available? Yes Yes No Yes
Passenger Details Valid? Yes No Yes Yes
Payment Successful? Yes Yes Yes No
Actions
Confirm Reservation ✓ ✗ ✗ ✗
Show Error (Invalid Details) ✗ ✓ ✗ ✗
Show Error (No Seats Available) ✗ ✗ ✓ ✗
Show Error (Payment Failed) ✗ ✗ ✗ ✓

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Design [Link], Decision
Tools Table Maker, Tiny
tools

X Precautions to be followed
1. Follow standard UML conventions in diagrams.
2. Use proper tools to draft and save diagrams.
3. Review diagrams with peers or mentors for accuracy.

XI Conclusion

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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. What are the main components of a decision table?
2. What are the advantages of decision table?
3. Create a decision table for an Online Shopping System.

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
[Link]
3. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education. 39 (‘K’ scheme)

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Practical No.10: Write test cases to validate requirements from SRS

document.

I Practical Significance
Writing test cases based on the Software Requirements Specification (SRS) is a critical
activity in software development that ensures the system meets user expectations. This
practice helps students understand how to interpret and validate requirements through
concrete test scenarios. It improves attention to detail, logical thinking, and a structured
approach to identifying input conditions, expected outputs, and edge cases. Developing test
cases also strengthens the connection between documentation and implementation,
enhancing skills in quality assurance and ensuring reliable software performance.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Create and execute test cases to ensure software quality
3. Understand ethical and legal aspects of software engineering..

III Course Level Learning Outcome

CO3 - Construct different Software design models.

IV Laboratory Learning Outcome

LLO 10.1 Design test cases by referring SRS document.

V Relevant Affective domain related Outcome(s)

1. Select the most suitable process model for a given project.
2. Values the importance of requirement validation in delivering quality software.
3. Demonstrates responsibility and precision in designing test cases that reflect real-world
expectations.

VI Relevant Theoretical Background

Students should have a foundational understanding of Software Requirements Specification
(SRS) documents and their role in defining system behavior, constraints, and functionalities.
Test case development is a critical step in the software testing life cycle, aimed at ensuring
the system meets the stated requirements. Writing test cases involves identifying input
conditions, expected outputs, and execution steps based on the requirements in the SRS. It
draws upon concepts such as black-box testing, requirement traceability, and test coverage.
This process helps in detecting discrepancies early, reducing defects, and improving software
quality. Understanding how to derive test cases from the SRS equips students with skills
essential for quality assurance, verification & validation, and is a standard practice in
industry-grade software development.

VII Exercises
Write test cases for key functionalities of an Online Library Management System, such as
user login, book search, borrowing and returning books, and viewing borrowed history. Each
test case should include the scenario, input, expected output, and the related requirement ID.

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VIII Procedure:
1. Select a system like Online Library Management System.
2. Identify key features: login, search, borrow, return, view history.
3. Assign a unique requirement ID to each feature.
4. Write test cases for each feature.
5. Include scenario, input, expected output, and requirement ID.
6. Use a table to organize all test cases clearly.
7. Review and improve test cases for accuracy.

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> i3 system for each
and RAM 4GB student
onwards
2. Software Package MS Word, Google Docs,
Notion
3. Software Project Open source Software
Management Tools such as Jira.

X Precautions to be followed
1. Define clear, complete, and testable requirements for each functionality.
2. Use a consistent test case format and validate with stakeholders.

XI Conclusion
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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. Identify functional and non-functional requirements from a given SRS of an Online
Library Management System.
2. Write detailed test cases to validate each requirement from the SRS, including scenario,
input, and expected output.
3. Explain the importance of validating SRS requirements through test cases in ensuring
software quality.
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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
[Link]
3. [Link]
4. [Link]
5. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

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Practical No.11: Prepare test cases for Black Box Testing

I Practical Significance
Black Box Testing is a critical software testing technique used to validate the functionality of
an application without looking into its internal structures or workings. Preparing test cases for
Black Box Testing helps identify errors in functionality, user interface issues, input validation
problems, and incorrect or missing features. This practical enables learners to design effective
test cases that simulate real-world user inputs and evaluate system behavior, ensuring software
quality and robustness. It also helps in developing analytical skills needed to anticipate how
end-users might interact with the system.

II Industry/ Employer Expected Outcome

1. Design modular and maintainable software architectures.
2. Develop reliable and scalable software solutions.

III Course Level Learning Outcome

CO 3- Construct different Software design models.

IV Laboratory Learning Outcome

LLO 11.1- Write test cases for Black box testing.

V Relevant Affective domain related Outcome(s)

1. Follow safetypractices.
2. Maintain tools and equipment.
3. Follow ethical practices.

VI Relevant Theoretical Background

To prepare test cases for Black Box Testing, you need to understand some basic concepts of
software testing. In Black Box Testing, we do not look at the code inside the software. Instead,
we check whether the software works correctly by giving different inputs and checking the
outputs. A test case is a set of steps we follow to see if the software behaves as expected. Two
useful methods for creating test cases are Equivalence Partitioning and Boundary Value
Analysis. These help we choose test inputs in a smart way to test more with fewer cases. Also,
we must know the functional requirements of the software, because Black Box Testing is
mainly used to check if the software does what it is supposed to do.

VII Exercises
Follow the procedure given below to write the test cases of login form of
“[Link]
1. Read Requirements – Understand the system’s functional specifications.
2. Identify Inputs/Outputs – List valid inputs, expected outputs, and error conditions.
3. Select Technique – Choose a Black Box Testing method (e.g., Equivalence
Partitioning, Boundary Value Analysis).
4. Write Test Cases – Create test cases with input, expected output, and pass/fail status.
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5. Execute Test Cases – Run the software using test case inputs.
6. Record Results – Compare actual vs. expected output and document the result.

VIII Example
Suppose you are testing a login system that accepts a username and password. The valid
username is "admin" and the valid password is "1234".
Using Equivalence Partitioning:

Test Input (Username,

Description Expected Output
Case ID Password)
TC01 Valid input admin, 1234 Login Successful
Invalid Username or
TC02 Invalid username user1, 1234
Password
Invalid Username or
TC03 Invalid password admin, 0000
Password
Both username and Invalid Username or
TC04 user1, pass
password invalid Password

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Project Open source Software
Management Tools such as Jira.

X Precautions to be followed
1.

2.

3. Record expected and actual outputs accurately – Clearly document test results to
ensure reliable pass/fail.

XI Conclusion
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XII Practical Related Questions
Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. What is a Black box Testing?
2. What is Test Case?
3. What is Equivalence Partitioning? Give an example.
4. How would you test a login page using Black Box Testing?
5. What will you do if the actual result differs from the expected result?

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
3. [Link]
XIV Assessment Scheme
Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education 47 (‘K’ scheme)

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Practical No.12: Identify risks involved in the project and prepare
RMMM (RMMM-Risk Management, Mitigation
and Monitoring) plan.

I Practical Significance
Risk management is a vital aspect of successful project execution, especially in software
and engineering domains. Projects often face uncertainties such as technical challenges,
unrealistic timelines, changing requirements, or resource limitations. Identifying these risks
in advance and preparing a comprehensive RMMM (Risk Management, Mitigation, and
Monitoring) plan helps project teams minimize potential disruptions. This practical is
significant as it trains students to think proactively, evaluate possible threats, and build
strategies to tackle them efficiently. It enables learners to systematically list risks, assess
their potential impact and probability, and outline steps to avoid or control them. By
developing an RMMM plan, students gain real-world insight into effective project planning
and execution, improving the likelihood of completing projects successfully—on time,
within scope, and budget.
II Industry/ Employer Expected Outcome
1. To apply project management techniques in software projects.
2. Understand ethical and legal aspects of software engineering.
3. Communicate technical concepts clearly and professionally.

III Course Level Learning Outcome

CO 4- Apply different planning and cost estimation techniques for a software product.
IV Laboratory Learning Outcome
LLO 12.1- Identify risk involved in the project
LLO 12.2- Prepare RMMM Plan.
V Relevant Affective domain related Outcome(s)
1. Demonstrates a responsible attitude towards identifying and managing project risks.
2. Shows willingness to work collaboratively in analyzing and solving potential project
issues.

VI Relevant Theoretical Background

Before preparing an RMMM plan, it is important to understand some basic terms. A risk is
anything that might go wrong in a project and affect its success. There are different types of
risks, such as project risks (like delays), technical risks (such as software or hardware
issues), operational risks (like lack of skilled people), and business risks (such as market
changes). To deal with risks, we need to do risk assessment, which means checking how
likely the risk is to happen (probability) and how bad the result would be (impact). We can
calculate the risk exposure by multiplying probability and impact. An RMMM plan
includes four steps: risk identification (finding risks), risk analysis (understanding the
risks), risk mitigation (reducing or avoiding risks), and risk monitoring (keeping track of
risks during the project). Knowing these simple concepts helps in making a good plan to
handle risks in any project.

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VII Exercises
For a project titled "Student Attendance Management System", identify at least five
potential risks and prepare a Risk Management, Mitigation, and Monitoring (RMMM) plan
using a tabular format.

VIII Procedure with Example for scenario to Identified Risks and RMMM Plan for Online
Food Delivery Application Development:
1. Select a Project: Choose a sample project (e.g., online food delivery app, library
management system, or e-commerce website).
2. Understand Project Scope: Clearly define the objectives, timeline, and key
components of the selected project.
3. Identify Risks: List all possible risks that could affect the project. These may include
delays, technical failures, resource shortages, or changes in client requirements.
4. Classify Risks: Categorize each risk (e.g., technical, project, business, operational).
5. Estimate Probability and Impact: For each identified risk, estimate the probability
(likelihood of occurring) and impact (severity of the effect on the project).
6. Calculate Risk Exposure: Multiply probability by impact to get the risk exposure.
This helps prioritize risks.
7. Plan Mitigation Strategies: For each high or medium-exposure risk, plan how to reduce
or avoid it.
8. Prepare Monitoring Plan: Define how and how often each risk will be tracked during
the project (e.g., weekly meetings, status reports).
9. Document the RMMM Plan: Create a table or report listing all risks along with their
mitigation and monitoring strategies.
10. Review and Submit: Review the plan with the instructor or team, then submit the
completed exercise.
Risk
Risk Risk Probabil Impact Mitigation
Category Exposure Monitoring Plan
ID Description ity (P) (I) Strategy
(P × I)
Assign additional
Delay in Weekly progress
Project developers; use
R1 backend High High High reviews with the
Risk agile sprints to
development team
monitor progress
API Test payment
Log errors;
integration APIs in early
Technical Medium- maintain test
R2 issues with Medium High stages; consult
Risk High results and bug
payment documentation
reports
gateway thoroughly
Perform
App crashes Regular QA
extensive testing
on certain Technical testing and crash
R3 Medium Medium Medium on multiple
Android Risk monitoring using
devices and OS
versions Firebase
versions
Key team Track team status;
Document all
member Operation- Medium- regular
R4 Medium High work; maintain
leaves the al Risk High communication
backup resources
project with HR
Changes in Freeze
client Project/ requirements Conduct review
Medium-
R5 requirements Business High Medium after approval; meetings with
High
during Risk use change client regularly
development request forms

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IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Design Project risk Manager
Tools:

X Precautions to be followed
1. Identify only realistic and relevant risks based on the selected project.
2. Use a consistent scale for evaluating risk probability and impact.
3. Prepare an original RMMM plan without copying from other sources.

XI Conclusion
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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. What does RMMM stand for and why is it important?
2. What is the difference between risk mitigation and risk monitoring?
3. What is the purpose of risk monitoring?
4. How can you reduce the impact of a risk?

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
3. [Link]
guide-2166994febcd
4. [Link]
plan/

XIV Assessment Scheme

Performance indicators Weightage

Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education 51 (‘K’ scheme)

Software Engineering (315323)
Practical No.13: Calculate size of the project using Function point
metric.

I Practical Significance

This practical is important because it helps us estimate the size of a software project using a
method called the Function Point (FP) metric. By knowing the size, we can better plan how
much time, cost, and effort will be needed to complete the project. It also helps in deciding
the number of people required and setting realistic deadlines. This technique is very useful
for project managers to manage software development smoothly and avoid delays or budget
issues. It gives a clear idea of what the system will do and how complex it is.

II Industry/ Employer Expected Outcome

1. Apply project management techniques in software projects.
2. Follow coding standards and documentation practices.
3. Understand ethical and legal aspects of software engineering.

III Course Level Learning Outcome

CO 4 - Apply different planning and cost estimation techniques for a software product.

IV Laboratory Learning Outcome

LLO 13.1 Estimate size of project using function point matrix

V Relevant Affective domain related Outcome(s)

1. Show commitment to completing software projects on time.
2. Accept feedback and improve project work.
3. Value accuracy in cost and size estimation.

VI Relevant Theoretical Background

To calculate the size of a software project using the Function Point (FP) metric, we need
to understand a few basic concepts. A function point is a way to measure what the software
does for the user. It counts the different types of features the system provides. These include
External Inputs (EI) like data entry forms, External Outputs (EO) like reports, External
Inquiries (EQ) like search options, Internal Logical Files (ILF) which are internal
databases, and External Interface Files (EIF) which are files used from outside systems.
Each of these has a complexity level (low, average, or high) and a weight or score. We also
consider some general system features like security, performance, or ease of use, which give
us a Value Adjustment Factor (VAF). Using these values, we calculate the final Function
Point value, which helps estimate project size, effort, and cost. Each function is rated as
Low, Average, or High, with predefined weight values.
The total function points are calculated using:
FP = Total Unadjusted Function Points (i.e. UFP) × (0.65 + 0.01 × ∑Fi)
Where ∑Fi is the sum of 14 general system characteristics (each rated from 0 to 5).

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VII Exercises
A student record system has the following components – 5 EIs, 4 EOs, 3 EQs, 3 ILFs, and 2
EIFs. All are of average complexity. If the total value (i.e. ∑Fi) of general system
characteristics is 28, calculate the final function point value. (Note: Multiply the number of
each component by its standard weight as per complexity)

VIII Procedure with Example:

Step 1: Identify functional components
Suppose a library management system has:
 4 External Inputs (EI) – e.g., Add/Update/Delete Book Records
 3 External Outputs (EO) – e.g., Reports
 2 External Inquiries (EQ) – e.g., Search Book
 2 Internal Logical Files (ILF) – e.g., Books, Members
 1 External Interface File (EIF) – e.g., External Database Interface

Step 2: Assign complexity and corresponding weights

(Assuming all components are of Average complexity)
Function Type Count Weight (Avg) Total
EI 4 4 16
EO 3 5 15
EQ 2 4 8
ILF 2 10 20
EIF 1 7 7
Total UFP 66

Step 3: Calculate Value Adjustment Factor (VAF)

Assume ∑Fi = 30 (sum of 14 general system characteristics)
VAF = 0.65 + (0.01 × 30) = 0.95

Step 4: Calculate Final Function Points

FP = 66 × 0.95 = 62.7 ≈ 63 FP

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Design [Link], Decision
Tools: Table Maker, Tiny
tools

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X Precautions to be Followed
1. Clearly identify all system components (EIs, EOs, EQs, ILFs, EIFs) to avoid incorrect
function counting.
2. Assign the correct complexity level (Low, Average, High) based on actual system
details, not assumptions.
3. Ensure accurate input for general system characteristics to calculate the correct Value
Adjustment Factor (VAF).
XI Conclusion
………………………………………………………………………………………………

………………………………………………………………………………………………

XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. What is the purpose of using Function Point Analysis in software project planning?
2. List and explain the five basic components used in calculating Unadjusted Function
Points (UFP).
3. Differentiate between Internal Logical Files (ILF) and External Interface Files (EIF)
with examples.
4. Define Value Adjustment Factor (VAF). How is it used in calculating the final Function
Points?
5. Why is it important to estimate software size before starting a project?

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
3. [Link]

XIV Assessment Scheme

Performance indicators Weightage

Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education 56 (‘K’ scheme)

Software Engineering (315323)
Practical No.14: Calculate cost of the project using COCOMO
(Constructive Cost Model) / COCOMO II approach.

I Practical Significance
Estimating the cost, time, and effort needed for a software project is important for good
planning and management. COCOMO and COCOMO II are popular models that help
software engineers and project managers decide how many resources are needed and how
to manage the budget. These models make it easier to check if a project is possible, set
proper deadlines, and avoid spending too much. This practical helps students learn how to
use these models in real situations and manage software projects more effectively.

II Industry/ Employer Expected Outcome

1. Apply project management techniques in software projects.
2. Follow coding standards and documentation practices.
3. Understand ethical and legal aspects of software engineering.
III Course Level Learning Outcome
CO 4- Apply different planning and cost estimation techniques for a software product
IV Laboratory Learning Outcome
LLO 14.1 Estimate size of project using COCOMO approach.
V Relevant Affective domain related Outcome(s)
1. Show commitment to completing software projects on time.
2. Accept feedback and improve project work.
3. Value accuracy in cost and size estimation.
VI Relevant Theoretical Background
The basic idea behind cost estimation in software development is to predict the amount of
effort, time, and financial investment needed to complete a project. The original COCOMO
model, developed by Barry Boehm in 1981, estimates the effort required in person-months
based on the size of the software, which is typically measured in Kilo Lines of Code (KLOC).
The basic formula is
𝐸𝑓𝑓𝑜𝑟𝑡 = 𝑎 × (𝐾𝐿𝑂𝐶)𝑏

Where 'a' and 'b' depend on the type of project. COCOMO II is an updated version that
introduces additional factors such as reuse, platform complexity, and personnel capability,
and allows for cost estimation during different phases of the development lifecycle. The
general formula in COCOMO II is
𝑛

𝐸𝑓𝑓𝑜𝑟𝑡 = 𝐴 × (𝑆𝑖𝑧𝑒)𝐸 × ∏𝐸𝑀𝑖

𝑖=1

where 'A' is a constant, 'Size' refers to the software size, 'E' is an exponent derived from
scale factors, and EMi are effort multipliers based on various cost drivers. Understanding
these models is crucial for applying structured and data-driven approaches to software
project estimation.

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VII Exercises
A software project has an estimated size of 50 KLOC. The project uses the COCOMO II
post-architecture model with the parameters: A = 2.94, Scale Factor (E) = 1.05, the product
of all Effort Multipliers (∏𝑬𝑴𝒊)= 1.2
Calculate the total effort required in person-months.

VIII Procedure with Example: to calculate the estimated effort for a software project using the
COCOMO II (Post-Architecture) model.
Given:
Size of the project = 50 KLOC, A (constant) = 2.94, E (exponent) = 1.05, ∏EMi (product
of effort multipliers) = 1.2
Step-by-Step Procedure:
1. Write the COCOMO II Effort Formula:

2. Substitute the given values into the formula:

Effort = 2.94 × (50)1.05 × 1.2
3. Calculate the power term:
(50)1.05 ≈ 58.436
4. Multiply the values:
Effort = 2.94 × 58.436 × 1.2
Effort ≈ 2.94 × 70.123 Effort ≈
206.16 person-months
Final Answer: Estimated Effort = 206.16 person-months

IX Required Resources
Sr. Name of Major Specification Qty. Remarks
No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for
i3 and RAM 4GB each student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software [Link], Decision
Design Tools Table Maker, Tiny
tools

X Precautions to be followed
1. Use accurate KLOC values for correct cost estimation.
2. Select the appropriate COCOMO/COCOMO II model and parameters.
3. Enter realistic values for effort multipliers and scale factors.
XI Conclusion
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XII Practical Related Questions
Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. What is the purpose of using the COCOMO model in software project estimation?
2. Differentiate between Basic COCOMO and COCOMO II.
3. What are the key factors affecting cost estimation in COCOMO II?
4. Define the term KLOC and explain its importance in cost estimation.
5. Explain the significance of the Effort Multipliers in COCOMO II.

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
3. [Link]
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage

Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education 60 (‘K’ scheme)

Software Engineering (315323)
Practical No.15: Create software project scheduling charts using CPM
(Critical Path Method) / PERT (Project Evaluation
and Review Technique).

I Practical Significance
Creating software project scheduling charts using CPM (Critical Path Method) and PERT
(Project Evaluation and Review Technique) is very useful in managing software
development projects. These methods help in planning tasks, showing task dependencies,
and finding the critical path—which is the longest chain of important tasks that decides the
total project time. With these charts, we can estimate the project duration, especially when
some tasks have uncertain timings (using PERT). They also help in managing resources,
avoiding delays, and tracking progress during the project. By using CPM/PERT charts, we
can complete projects on time and work more efficiently.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Analyze and document software requirements effectively
3. Apply project management techniques in software projects.

III Course Level Learning Outcome

CO 5- Apply project management techniques in software development.

IV Laboratory Learning Outcome

LLO 15.1 Prepare project schedule using CPM/PERT technique

V Relevant Affective domain related Outcome(s)

1. Demonstrate responsibility and discipline in planning and scheduling project tasks.
2. Show commitment to teamwork while analyzing task dependencies and timelines.
3. Exhibit proactive attitude in identifying critical activities and potential delays.

VI Relevant Theoretical Background

To create CPM or PERT charts, we need to understand a few basic concepts. An Activity
is a task that takes time and effort. An Event (or Node) is a point where an activity starts or
ends. A Network Diagram is a drawing that shows the flow and order of activities. The
Critical Path is the longest path through these activities and determines the minimum time
required to complete the project. Slack (or Float) is the extra time that an activity can be
delayed without affecting the project completion time. In PERT, we use a formula to
estimate the time of each task:
O+4M+P
TE=
6

Where O is the Optimistic time, M is the most likely time, and P is the Pessimistic time.
These concepts are enough to start making scheduling charts using CPM and PERT.
VII Exercises
A software project has the following activities with their estimated durations (in Days) and
dependencies:

Maharashtra State Board of Technical Education 61 (‘K’ scheme)

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Activity Duration (days) Depends On

A 4 -
B 3 A
C 5 A
D 6 B
E 2 B, C
F 4 D, E
1. Draw the network diagram for the project using CPM.
2. Determine the critical path and the minimum project duration.
3. Calculate the slack time for each activity.

VIII Procedure with Example:

Step 1: List Activities and Their Dependencies
Write down all the project activities, their predecessors (which activities come
before them), and the estimated time for each activity. For PERT, time estimates
include Optimistic (O), Most Likely (M), and Pessimistic (P) durations.
Step 2: Calculate Expected Time (TE) for Each Activity
Use the PERT formula to calculate the expected time:
O+4M+P
TE=
6
Step 3: Draw the Network Diagram
Create a flowchart showing all activities as nodes or arrows connected based on
their dependencies.
Step 4: Determine Earliest Start (ES) and Finish (EF) Times
Calculate when each activity can start and finish at the earliest, moving from the
start to the end of the project.
Step 5: Determine Latest Start (LS) and Finish (LF) Times
Calculate the latest times each activity can start and finish without delaying the
project, moving backward from the end.
Step 6: Calculate Slack (Float) for Each Activity
Slack = LS – ES (or LF – EF). Activities with zero slack lie on the critical path.
Step 7: Identify the Critical Path
The critical path is the longest path through the network with zero slack activities.
This path determines the minimum project duration.
Step 8: Prepare CPM and PERT Charts
Summarize the results in scheduling charts showing activity durations, critical
path, and slack times.
Example:
Activity Predecessor O M P TE Calculation TE
A – 2 4 6 (2 + 4×4 + 6) / 6 = (2+16+6)/6 4.0
B A 3 5 7 (3 + 4×5 + 7) / 6 = (3+20+7)/6 5.0
C A 2 3 4 (2 + 4×3 + 4) / 6 = (2+12+4)/6 3.0
D B 2 4 6 (2 + 4×4 + 6) / 6 = (2+16+6)/6 4.0
E C, D 3 5 8 (3 + 4×5 + 8) / 6 = (3+20+8)/6 5.2
F E 2 3 5 (2 + 4×3 + 5) / 6 = (2+12+5)/6 3.2

 Draw the network with nodes A to F and arrows showing dependencies.

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 Calculate ES, EF, LS, and LF for each activity.

Activity TE ES EF LS LF Slack
A 4.0 0.0 4.0 0.0 4.0 0.0
B 5.0 4.0 9.0 4.0 9.0 0.0
C 3.0 4.0 7.0 10.0 13.0 6.0
D 4.0 9.0 13.0 9.0 13.0 0.0
E 5.2 13.0 18.2 13.0 18.2 0.0
F 3.2 18.2 21.4 18.2 21.4 0.0

 Find slack and identify critical path

The critical path includes all activities with zero slack:
Critical Path: A → B → D → E → F
 The total project duration is the sum of TE values along the critical path
The total duration is the EF of the last activity (F):
Total Duration = 21.4 units

IX Required Resources
Sr. Name of Major Specification Qty. Remarks
No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Open Project, Gantt
project 3.3

X Precautions to be followed
1. Use accurate time estimates to ensure correct project duration.
2. Verify all activity dependencies before drawing the network diagram.
3. Double-check calculations for ES, EF, LS, LF, and slack to avoid errors.
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XI Conclusion
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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. What is the difference between CPM and PERT techniques?
2. How is the expected time (TE) calculated in PERT?
3. What is a critical path and why is it important in project scheduling?
4. How do you determine slack time for an activity in a network diagram?

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XIII References / Suggestions for further Reading Software/Learning Websites
1. [Link]
2. [Link]
3. [Link]
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage

Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education 65 (‘K’ scheme)

Software Engineering (315323)
Practical No.16: Track progress of the project using Timeline
Charts/ Gantt charts.

I Practical Significance
Tracking the progress of a project is important to make sure everything is going according
to the plan. Gantt charts and timeline charts help in showing the progress of different tasks
in a visual way. These charts make it easy to see which tasks are completed, which are in
progress, and which are yet to start. This helps team members and project managers stay
organized and meet deadlines. Using these charts, we can also easily identify delays and take
quick action to get the project back on track. Overall, it helps in better planning, time
management, and coordination among team members.

II Industry/ Employer Expected Outcome

1. Apply SDLC models for structured software development.
2. Analyze and document software requirements effectively
3. Apply project management techniques in software projects.

III Course Level Learning Outcome

CO 5- Apply project management techniques in software development

IV Laboratory Learning Outcome

LLO 16.1 Monitor the progress of project using timeline/Gantt chart.

V Relevant Affective domain related Outcome(s)

1. Develops a sense of responsibility in tracking and meeting project deadlines.
2. Demonstrates commitment to organized project planning and teamwork.
3. Shows willingness to use tools that improve time management and task tracking.

VI Relevant Theoretical Background

A Gantt chart is a popular project management tool that visually represents a project
schedule. It shows tasks or activities as horizontal bars along a timeline. The position and
length of each bar indicate the start date, duration, and end date of a task. Gantt charts help
in planning, coordinating, and tracking specific tasks in a project. They make it easy to see
which tasks overlap, the order of activities, and deadlines. A timeline chart is similar but
focuses more on showing when events or milestones happen over time. These charts are
widely used in industries to improve project transparency and communication. Basic
knowledge of project phases, task dependencies, and how to use software like Microsoft
Excel, Google Sheets, or project management tools (e.g., Microsoft Project, Trello) is
enough to create and interpret these charts

VII Exercises
Create a Gantt chart to plan and track the progress of a mini software project using any
charting tool (e.g., Excel, Google Sheets, or project management software like Trello or
Microsoft Project).

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VIII Procedure with Example to Track Project Progress Using Gantt chart:
Steps:
1. Select a Project:
Example: Online Library Management System
2. List Tasks:
Example tasks: Requirements, Design, Development, Testing, And Deployment.
Assign start and end dates for each task, based on how long each will take.
Task Start Date End Date
Requirements Gathering 01-June 03-June
System Design 04-June 06-June
Database Design 07-June 08-June
Frontend Development 09-June 13-June
Backend Development 14-June 18-June
Integration & Testing 19-June 21-June
Documentation 22-June 23-June
Deployment 24-June 25-June

3. Assign Dates:
Set start and end dates for each task.
E.g., Requirements: June 1–3, Design: June 4–6, etc.
4. Create Gantt chart:
Use Excel or Google Sheets to draw bars showing task durations along a timeline.
5. Update Progress:
Mark tasks as Not Started, In Progress, or Completed using colors.
6. Review & Summarize:
Check if tasks are on schedule and write a brief status update.

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Design Open Project, Gantt
Tools project 3.3

X Precautions to be followed
1. Ensure all task durations and deadlines are realistic and clearly defined.
2. Regularly update the chart to reflect actual progress and changes.
3. Avoid overlapping tasks without checking for resource availability or dependencies.
XI Conclusion
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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. What is a Gantt chart and how is it useful in project management?
2. How do you identify task dependencies in a Gantt chart?
3. Which software tools can be used to create a Gantt chart?
4. How does a timeline chart differ from a Gantt chart?

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
3. [Link]
4. [Link]

XIV Assessment Scheme

Performance indicators Weightage

Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education 69 (‘K’ scheme)

Software Engineering (315323)
Practical No.17: Prepare SQA plan that facilitates various attributes of
quality of process.

I Practical Significance
Preparing a Software Quality Assurance (SQA) plan is very important in any software
development project. This plan helps ensure that the final software product is reliable, works
correctly, and meets user expectations. By preparing an SQA plan, we can define how to
check the quality of the software at each step of the process, from planning to delivery. It
helps identify possible problems early, saves time and cost, and improves the overall quality
of the product. This practice also builds customer trust, reduces chances of failure, and
improves teamwork by setting clear quality goals.

II Industry/ Employer Expected Outcome

1. Create and execute test cases to ensure software quality.
2. Apply project management techniques in software projects.
3. Follow coding standards and documentation practices.

III Course Level Learning Outcome

CO 6- Use quality assurance principles in software development.

IV Laboratory Learning Outcome

LLO 17.1 Prepare SQA plan to ensure various quality processes.

V Relevant Affective domain related Outcome(s)

1. Take responsibility for planning software quality.
2. Respect the need for standards and best practices.
3. Stay committed to improving software processes.

VI Relevant Theoretical Background

Software Quality Assurance (SQA) is a process used to make sure that software products
meet certain standards of quality. It involves planned activities like reviews, testing, audits,
and process improvement. An SQA plan is a document that outlines these activities. It
includes details like the standards to follow, who is responsible for quality tasks, what tools
will be used, and how problems will be handled. Important quality attributes include
reliability, efficiency, usability, maintainability, and portability. Understanding these basic
concepts helps in creating a good SQA plan that supports a quality-driven software
development process.

VII Exercises
Prepare an SQA plan for an Online Examination System, highlighting quality attributes such
as security, reliability, and usability.

VIII Procedure with Example

Prepare a basic Software Quality Assurance (SQA) plan for a Library Management System
(LMS) that highlights quality attributes like reliability, usability, and maintainability.
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Steps
1 State the objective of the SQA plan.
2 Identify and list quality attributes (e.g., reliability, usability).
3 Mention applicable standards and guidelines (e.g., coding/documentation).
4 Define SQA activities like testing, audits, and reviews.
5 Assign roles and responsibilities for quality-related tasks.
6 List tools and techniques used (e.g., Git, JUnit).
7 Outline the defect management process for tracking and resolving issues.
8 Include sign-off/approval section for plan validation.

Sample SQA Plan – Library Management System (LMS)

Section Details
Objective Ensure quality standards are followed in LMS development.
Quality Attributes Reliability, Usability, Maintainability
Standards Used Java coding standards, inline documentation practices
SQA Activities Unit testing, peer reviews, weekly QA meetings
Developer: Write and fix code.
Roles
QA Team: Testing and bug tracking
Tools Git (Version Control), JUnit (Testing), Google Docs (Reports)
Defect Process Bug logged → Assigned → Fixed → Verified → Closed
Approval Reviewed and signed by QA Lead and Project Manager

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Project Open source Software
Management Tools such as Jira.

X Precautions to be followed
1. Ensure all roles and responsibilities are clearly defined.
2. Follow standard coding and documentation guidelines.
3. Regularly review and update the plan as the project progresses.

XI Conclusion
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XII Practical Related Questions

Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. List and describe the quality control activities in the SQA plan of a
Library Management System?
2. What are the key differences between preventive and corrective quality
assurance activities? Give examples from your SQA plan.
3. List any three quality attributes that should be considered while preparing an SQA
plan.
4. What is the purpose of an SQA plan in software development?

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
nt_sqa_components.htm
2. [Link]
3. [Link]

XIV Assessment Scheme

Performance indicators Weightage
Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education 73 (‘K’ scheme)

Software Engineering (315323)
Practical No.18: Prepare SQA plan that facilitates various attributes
of quality of product.

I Practical Significance
Creating a Software Quality Assurance (SQA) plan is very important in software
development. It helps ensure that the final product is reliable, easy to use, and meets user
expectations. The SQA plan lists the steps and checks needed to maintain the quality of the
software throughout the project. This includes testing, code reviews, standards to follow,
and ways to fix issues early. By preparing a good SQA plan, we can reduce bugs, save time
and cost, and deliver a better product that performs well in the real world..

II Industry/ Employer Expected Outcome

1. Create and execute test cases to ensure software quality.
2. Apply project management techniques in software projects.
3. Follow coding standards and documentation practices.
III Course Level Learning Outcome
CO 6- Use quality assurance principles in software development.

IV Laboratory Learning Outcome

LLO 18.1 Prepare SQA plan to ensure quality product.

V Relevant Affective domain related Outcome(s)

1. Shows commitment to quality in software development.
2. Follows and promotes quality standards in a team.
3. Values early defect prevention and improvement.

VI Relevant Theoretical Background

Software Quality Assurance (SQA) is a set of activities that make sure software meets
quality standards. It is part of software engineering and focuses on improving the
development process to avoid problems. Key concepts include quality attributes like
reliability, usability, maintainability, and performance. The SQA plan outlines roles,
responsibilities, tools, methods, and processes used to check quality at each stage of
development. Understanding basic software life cycle models, testing types, and quality
standards like ISO or CMMI helps in preparing an effective SQA plan.

VII Exercises
Prepare an SQA plan for a simple software project that ensures quality attributes like
reliability, usability, and maintainability.

VIII Procedure:
1. Understand the project:
Choose a simple software project, such as a "Student Attendance Management
System."
2. Identify quality attributes:
List key quality attributes you want to ensure, e.g., reliability (system works
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correctly), usability (easy to use), maintainability (easy to update).
3. Define SQA activities:
Decide on activities like code reviews, testing types (unit, integration, system),
documentation, and standards to follow.
4. Assign roles and responsibilities:
Specify who will perform each SQA activity (tester, developer, reviewer).
5. Schedule and tools:
Plan when each activity will happen and mention tools to use (e.g., test management
software).
6. Write the plan:
Prepare a simple document outlining all above points.
E.g. Simple SQA Plan Handout for Project: Student Attendance Management System
Category Details
Project Student Attendance Management System
Quality Attributes Reliability, Usability, Maintainability
- Code reviews before merging
- Unit testing for each module
SQA Activities
- Usability testing with sample users
- Document coding standards
- Developer: Write code and tests
Roles - Tester: Execute tests and report bugs
- Lead: Review code and approve releases
- Code reviews weekly
Schedule
- Testing at end of each sprint
- Git for version control
Tools
- JIRA for bug tracking

IX Required Resources

Sr. Name of Major Specification Qty. Remarks

No. Resource
1. Computer System Any desktop or laptop One computer
computer with CPU> system for each
i3 and RAM 4GB student
onwards
2. Software Package MS Word, Google
Docs, Notion
3. Software Project Open source Software
Management Tools such as Jira.

X Precautions to be followed
1. Always keep backups of all project files and documents.
2. Follow coding standards strictly to avoid errors.
3. Test code thoroughly before merging into the main branch..
XI Conclusion

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XII Practical Related Questions
Note: Below given are few sample questions for reference. Teachers must design more
such questions to ensure the achievement of identified CO.
1. What are the key quality attributes considered in your SQA plan and why?
2. How does your SQA plan ensure the reliability of the software?
3. Explain the role of testing in achieving software quality.
4. Why is documentation important in SQA planning?

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XIII References / Suggestions for further Reading Software/Learning Websites

1. [Link]
2. [Link]
3. [Link]

XIV Assessment Scheme

Performance indicators Weightage

Process related: 15 Marks 60%
1. Requirement analysis and documentation skills 20%
2. Code/Design and modularity of the software system 30%
3. Quality of output achieved (LLO mapped) 10%
Product related: 10 Marks 40%
1. Completion and submission of practical in time 20%
2. Answer to sample questions 20%
Total : 25 Marks 100%

Marks obtained Dated Sign of Teacher

Process Product
Total (25)
Related (15) Related (10)

Maharashtra State Board of Technical Education 77 (‘K’ scheme)