IPCC (4 Credits) template 1

INTRODUCTION TO C PROGRAMMING Semester I/II

Course Code 1BPLC205E/105E CIE Marks 50
Teaching Hours/Week (L:T:P: S) [Link] SEE Marks 50
Total Hours of Pedagogy 40 + 24 (Practical)
Total Marks 100
(Theory and Lab hours)
Credits 4 Exam Hours 3
Examination type (SEE) Theory
Course outcomes (Course Skill Set)

At the end of the course, the student will be able to:

CO1: Explain the fundamental structure of a C program and primitive constructs.
CO2: Apply decision-making and iterative control structures to solve simple computational problems.
CO3: Develop programs using arrays and string operations to solve real-world problems.
CO4: Construct user-defined functions to modularize the solution to the given problems.
CO5: Build programs using structures and pointers for complex data representation and access.

Module-1

Flowchart and Algorithms: Art of Programming through Algorithms & Flowcharts.

Overview of C: History of C, Importance of C, Basic Structure of C Programs, Programming Style, Compiling
and Executing a ‘C’ Program.
Constants, Variables and Data Types: Character Set, C Tokens, Keywords and Identifiers, Constants,
Variables, Data Types, Declaration of Variables, Assigning Values to Variables, Defining Symbolic Constants,
Declaring a Variables as Constants and Volatile, Input/Output Statements in C.

Textbook: Chapter 1. 6, 2.1, 2.2, 2.8, 2.9, 2.10, Chapter 3.2 to 3.14, Chapter 5.1 to 5.5
Number of Hours: 8

Module-2
Operators: Introduction to Operators, Arithmetic Operators, Relational Operators, Logical Operators,
Assignment Operators, Increment and Decrement Operators, Conditional Operators, Precedence of
Arithmetic Operators.
Decision Making, Branching, Looping: Introduction, Decision Making with IF Statement, Simple IF
Statement, The IF..ELSE Statement, Nesting of IF..ELSE Statements, The ELSE IF Ladder, The Switch
Statement, The ?: Operator, The GOTO Statement, WHILE, DO, FOR, Jumps in LOOPS.

Textbook: Chapter 4.1 to 4.7, 4.12, Chapter 6.1 to 6.9, Chapter 7.1 to 7.5 Number of Hours: 8

Module-3

Arrays and Strings: Introduction, Declaration and Initialization of One-dimensional and Two-Dimensional
Number
Arrays, Declaring and Initializing String Variables, Example programs using arrays ,Reading of Hours:
Strings from
Terminal, Writing Strings to Screen, Arithmetic Operations on Characters, Comparison of Two Strings,
String-handling Functions.

Textbook: Chapter 8.1 to 8.6, Chapter 9.2 to 9.5, 9.7, 9.8 Number of Hours: 8
Module-4

User-defined Functions: Introduction, Need for User-defined Functions, A Multi-functional Program,

Elements of User-defined Functions, Definition of Function, Return Values and their Types, Function Calls,
Function Declaration, No Arguments and no Return Values, Arguments but no Return Values, Nesting of
Functions.

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 IPCC (4 Credits) template 2

Textbook: Chapter 10.1 to 10.8, 10.10 to 10.14

Number of Hours:8

Module-5
Structures and Pointers: Introduction, Defining a Structure, Declaring and Accessing Structure Variables and
Members, Structure Initialization, Copying and Comparing Structure Variables, Array of Structures, Arrays
within Structures.
Pointers: Introduction, Understanding Pointers, Accessing the Address of Variable, Declaring pointer
variables, initialization of pointers, accessing variables through its pointer.

Textbook: Chapter 11.1 to 11.6, 11.8, 11.19, Chapter 12.1 to 12.6

Number of Hours:8
PRACTICAL COMPONENT OF IPCC
1. Develop a program to calculate the temperature converter from degree to Fahrenheit.
2. Develop a program to find the roots of quadratic equations.
3. Develop a program to find whether a given number is prime or not.
4. Develop a program to find key elements in an array using linear search.
5. Given age and gender of a person, develop a program to categorise senior citizen (male & female).
6. Generate Floyd’s triangle for given rows.
7. Develop a program to find the transpose of a matrix.
8. Develop a program to concatenate two strings, find length of a string and copy one string to other
using string operations.
9. Develop a modular program to find GCD and LCM of given numbers.
10. Develop a program to declare the structure of employees and display the employee records with
higher salary among two employees.
11. Develop a program to add two numbers using the pointers to the variables.
12. Develop a program to find the sum of digits of a given number.
13. Develop a program to perform Matrix Multiplication.
14. Develop a program to create an array of structures to store book details and check whether a specific
book, as requested by the user, is available or not.
Suggested Learning Resources: (Textbook/ Reference Book/ Manuals):

Textbooks:
1. Programming in ANSI C, 9e, E Balaguruswamy, Tata McGraw Hill Education.

Reference books / Manuals:

1. PROGRAMMING IN C, Reema Thareja, Oxford University, Third Edition, 2023.

2. The ‘C’ Programming Language, Brian W. Kernighan and Dennis M. Ritchie, Second Edition, Prentice
Hall of India, 2015
Web links and Video Lectures (e-Resources):

1. [Link]/econtent/courses/video/BS/[Link]

2. [Link] MOOC

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 IPCC (4 Credits) template 3

Courses can be adopted for more clarity in understanding the topics and verities of problem-solving methods.

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Teaching-Learning Process (Innovative Delivery Methods):

The following are sample strategies that educators may adopt to enhance the effectiveness of the teaching-
learning process and facilitate the achievement of course outcomes.
1. Flipped Classroom
2. Problem-Based Learning (PBL)
3. Case-Based Teaching
4. Simulation and Virtual Labs
5. ICT-Enabled Teaching

Assessment Structure:
The assessment for each course is equally divided between Continuous Internal Evaluation (CIE) and the
Semester End Examination (SEE), with each component carrying 50% weightage (i.e., 50 marks each).
The CIE Theory component will be 30marks and CIE Practical component will be 20 marks.

The CIE Theory component consists of IA tests for 25 marks and Continuous Comprehensive Assessments
(CCA) for 5 marks. The CIE Practical component for continuous assessments will be for 15 marks through
rubrics and for lab tests will be for 5 marks.
• To qualify and become eligible to appear for SEE, in the CIE theory component, a student must score
at least 40% of 30 marks, i.e., 12 marks.
• To qualify and become eligible to appear for SEE, in the CIE Practical component, a student must
secure a minimum of 40% of 20 marks, i.e., 08 marks.
• To pass the SEE, a student must secure a minimum of 35% of 50 marks, i.e., 18 marks.
• A student is deemed to have successfully completed the course if the combined total of CIE and
SEE is at least 40 out of 100 marks.

Continuous Comprehensive Assessments (CCA):

CCA will be conducted for a total of 5 marks. It is recommended to include any, one learning activity aimed at
enhancing the holistic development of students. This activity should align with course outcomes and promote
higher-order thinking and application-based learning.

Learning Activity -1: Programming Assignment (Marks- 5)

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 IPCC (4 Credits) template 4

INSTRUCTIONS:
1. Course instructor will refer to HackerRank or any other platform to derive the questions for problem-solving.
2. Course Instructor must identify programming problems from these sections: Statements (control), Arrays,
Strings, Structures & Unions and Functions.
3. Courser instructor will assign question ONE from each section to the students for design of
algorithm/flowchart, program and coding/execution.
4. Students must demonstrate the solutions to the course instructor and submit the record containing
algorithm/flowchart, program, debugging/execution and results with observations.
5. Course instructor must evaluate the student performance as per the rubrics.

Rubrics for Learning Activity (Based on the nature of learning activity, Develop the rubrics for each
activity):

Note: Marks obtained (25) is scaled down to 5.

CIE Practical component:
The CIE marks awarded in the case of the Practical component shall be based on the continuous evaluation of
Rubrics for Learning
the laboratory Activity:
report using a defined set of rubrics. Each experiment report can be evaluated for 30 marks.
The summation of all the experiments marks to be scaled down to 15 marks.
Component Outstanding Exceeds Meets Needs Unsatisfactory
The
& laboratory test (duration
CO-PO (5) 03 hours) at the end of the last
Expectations week of the semester /after completion of
Expectations all the
(1)
Improvement
experiments
Mapping (whichever is early) shall be conducted
(4) for 50 marks
(3) and scaled down to
(2) 5 marks. For laboratory
test,
Clarity & the student is required
Algorithm/Prograto conduct one experiment
Programs are each from
Programs areboth Part A and Part
Programs areB. Programs are
Simplicity of ms are self- clear and mostly somewhat clear vague and lack unclear,
algorithm/pr explanatory, specific; minor but could be clarity; high incomplete, or
ogram specific, and well- ambiguity is more specific; ambiguity. irrelevant to the
[CO1] structured for the present. moderate activity.
[PO9] intended activity; ambiguity.
no ambiguity is
present.
Appropriate Demonstrates Correctly applies Uses the Limited No evidence of
Use of precise and the language language understanding correct/relevant
language creative usage of construct with construct, but of the language language
constructs the language minor gaps or with partial construct; construct use.
and design of construct and missed understanding incorrect or
algorithm/pr structured opportunities. or inconsistent weak usage.
ogram programming usage.
[CO2-5]
[PO1, PO3]
Compilation, Provides clear and Provides correct Provides correct Provides correct Results are
Debugging, correct results results with results with results. partially correct.
Analysis & with analysis for analysis for limited analysis; Minimal No meaningful
Comparison multiple cases; multiple cases, comparisons are analysis: analysis or
of Results for comparisons though slightly present but comparisons are comparison.
various cases. among cases less detailed. shallow. weak or
[CO2-5] highlight key incomplete.
[PO2, PO4, strengths and
PO5] weaknesses.
Creativity, Demonstrates Demonstrates Shows moderate Minimal No creativity or
efficiency of outstanding creativity and creativity; creativity: problem-

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 IPCC (4 Credits) template 5

Problem- creativity and some innovation; programs are programs are solving/Program
Solving/prog innovation in Program functional but repetitive or ming is evident.
ram writing programs, solutions are not innovative. unimaginative.
[CO2-5] especially for practical.
[PO3, PO11] problem-solving
or design tasks.
Documentati Documentation is Documentation Documentation Incomplete No
on & complete, well- is complete with is present but documentation; documentation
Reflection organized, and some reflection lacks detail or reflection is or reflection
[CO1-5] includes deep on program depth in minimal. provided as per
[PO8/PO9/P reflection on refinement. reflection. schedule.
O11] improvements
across iterations.

Rubrics for CIE – Continuous assessment:

Component Outstanding Exceeds Meets Needs Unsatisfactory

& CO-PO (5) Expectations Expectations Improvement (1)
Mapping (4) (3) (2)
Fundamental The student has in Student has Student is Student has not Student has not
Knowledge: depth knowledge good knowledge capable of understood the understood the
Understanding of the topics of some of the narrating the concepts concepts and the
the problem
related to the topics related to answer but not partially. problem
statement
problem. Student problem. capable to show Student is able definition clearly.
[CO1] is able to Student is able in depth to partially
[PO1, PO2] completely to understand knowledge and understand the
understand the the problem the problem problem
problem definition. definition. definition
definition.
Design of Student is capable Student is Student is Student is Student is
algorithm/flow of discussing more capable of capable of capable of capable of
chart and than one design discussing few discussing explaining the explaining the
program
for his/her designs for single design design. design partially.
[CO2-5] problem his/her problem with its merits
[PO2, PO3] statement and statement but and de-merits.
capable of proving not capable of
the best suitable selecting best.
design with
proper reason.
Implementation Student is capable Student is Student is Student is Student is
(Program coding) of implementing capable of capable of capable of capable of
with suitable the design with implementing implementing implementing implementing
tools the design. the design with
best suitable the design with the design with
errors.
[CO2-5] language structure best suitable proper
[PO5, PO8] considering language explanation.
optimal structure and
solution/optimal should be
efficiency. capable of
explaining it.

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Program Student is capable Student is able Student is able Student is able Student is able to
debugging and to compile and to compile and to compile and to compile and compile and
testing with debug the debug the debug the debug the debug the
suitable tools program with program with
program with no program with program with
errors (syntax, errors (syntax,
[CO2-5] errors (syntax, errors (syntax, errors (syntax, semantic and semantic and
[PO5, PO8] semantic and semantic and semantic and logical) and logical) and
logical). logical) and logical) and rectified errors rectified errors
rectified errors rectified errors with no with assistance.
with full with partial understanding of
understanding understanding error
descriptions.
of error of error
descriptions. descriptions.
Results & Student is able to Student is able Student is able Student is able Student is able to
interpretation run the program to run the to run the code to run the run the program
/analysis on various cases program for all for few cases program but not but not able to
and compare the the cases. and analyze the able to analyze verify the
[CO1-5]
[PO4] result with proper result. the result. correctness of
analysis. the result.
Demonstration Demonstration Demonstration Demonstration Demonstration Demonstration
and and lab record is and lab record is and lab record and lab record is and lab record is
documentation well-organized, organized, with lacks clear poorly poorly organized,
with clear clear sections, organization or organized, with with missing
[CO1-5]
[PO8, PO9, PO11] sections. but some structure. Some missing or sections. Record
The record is well sections are not sections are unclear sections. not submitted on
structured with well-defined. unclear or The record is not time.
suitable The record is incomplete. properly The record is not
formatting (e.g: structured with The record is structured with structured with
font, spacing, formatting (e.g: partially suitable minimum
labelling of figures font, spacing, structured with formatting (e.g: formatting (e.g:
and tables, labelling of formatting (e.g: font, spacing, font, spacing,
equations figures and font, spacing, labelling of labelling of
numbered and tables, labelling of figures and figures and
etc). equations figures and tables, equations tables, equations
numbered and tables, numbered and numbered and
etc). equations etc). etc).
numbered and
etc).

Rubrics for CIE Test:

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 IPCC (4 Credits) template 7
Component Excellent Good Fair Marginal Unsatisfactory
& CO-PO (5) (4) (3) (2) (1)
Mapping
The student Student has Student has Student is
Fundamental has well depth good average capable of
Knowledge (2) Student has not
knowledge of knowledge of knowledge of narrating the
understood the
the topics some of the some of the answer but not
[CO1] concepts
[PO1] related to the topics related topics related capable to
clearly
problem & to problem & to problem & show in depth
course course course knowledge
Student is able
Understanding Student has a
of problem Student is able Student is able to Shows Student is not
basic
definition (1) to completely to understand minimal or able to
understanding
understand the the problem unclear understand the
of the problem
[CO2+-5] problem definition but understanding problem
definition that
[PO2] definition not clearly of the problem definition
is partial or
definition
superficial
Student is Student is
Student is Student is
capable of partially
Design and capable of
design and capable of capable of
Implementatio design and
implementing design and design and Student is not
n (3) implementing
with best implementing implementing capable of
with some
[CO2-5] suitable the core part of with some design and
[PO3] construct for the construct
construct for algorithm for implementing
the given
the given for the given the given
problem
problem problem problem
definition definition
definition definition
Student will be Student will be
Student is able
able to run the able to run the
to run the
program on code for few Student will be Student will be
Result & program on
various data data/datasets able to run the not able to run
Analysis (2) various data
inputs and fair and analyze the code for few the program
inputs and
knowledge in output. data inputs but and not able to
[CO2-5] compare the
[PO4] comparing the not analyze the analyze the
result with
result with output. result.
proper
proper
inference.
inference
Good Verbal & Average
Good verbal Communicatio Average
nonverbal
Communication Communicatio n Communicatio Poor
(Viva voce) (2) communicatio
n skills with but with n but with Communicatio
n skills with
precise and precise and imprecise and n (Minimal
[CO1-5] precise and
[PO8, PO9] correct correct incorrect interaction/ans
correct
terminologies/ terminologies/ terminologies/ wers)
terminologies/
answers. answers. answers
answers.