Department of Computer Science and Engineering

Course Name : FORMAL LANGUAGES AND AUTOMATA

THEORY

Course Number : A54017

Course Designation: Core Prerequisites: Course on

Discrete mathematics

Programming

II B Tech – II Semester

(2015-2016)

Mrs. S.Kalyani

SYLLABUS

Unit – I

Fundamental concepts: Strings, Alphabets, Language operations, Regular Expressions, Regular Languages: Finite automata, Types of finite automata (FA)-Non deterministic Finite Automata (NFA), Deterministic Finite Automata(DFA), NFA with ɛ-Moves, regular expression representation; Regular expressions to NFA; NFA with ɛ-Moves to NFA without ɛ-Moves; NFA to DFA Conversions; Minimization of DFA: (Proofs Not Required)Textbook1: Chapter 1(1.1, 1.5), 2, 3, 4(4.4).

Unit – II

DFA with more than two outputs: Moore and Melay machines, Pumping Lemma for Regular Sets: Closure properties of Regular Sets (Proofs Not Required): Context Free Grammars (CFG), Right most, Left most –derivations, Parse Trees; Operator Grammar: Unit productions; Chomsky normal forms; (Proofs Not Required)Textbook2: Chapter 2(2.10, 2.11)

Textbook1: Chapter 4( 4.1 , 4.2), 5, 7(7.1)

Unit – III

Left recursion and Elimination of left recursion in CFG: Elimination of useless symbols and unit productions; Greibach Normal Form, Push Down automata (PDA): Types of PDA: Design of a PDA for a given CFG. (Proofs Not Required)Textbook1: Chapter 6, 7(7.1),

Textbook2: Chapter5 (5.10)

Unit – IV

Regular Grammars (RG), Design of DFA for a given RG: Right linear and left linear Grammars and conversions: Definition of Context Sensitive Grammar (CSG) and Linear bounded automata (LBA) (Proofs Not Required)Textbook2: Chapter 4 ( 4.20) , 5 (5.11, 5.12, 5.13)

Unit – V

Definition of unrestricted Grammar and Turing Machine (TM): Chomsky hierarchy on Languages, Grammars and recognizers; Design of TM as recognizer; Types of TM: Computational problems of TM with multiple tracks; Decidability Problem; Churches hypothesis (Proofs Not Required)Textbook1: Chapter8.

TEXT BOOKS & OTHER REFERENCES

Text Books

1. Introduction to Automata Theory, Languages and Computation, John E.Hopcroft, Ra-jeev Motwani , Jeffrey D.Ullman, Pearson, Third Edition.

2. Theory of Computation, Vivek Kulakarni, Oxford University press 2013, Second im-pression 2014

Reference Text Books

1. Introduction to Computer theory, Daniel I.A.Cohen, John Wiley.

2. Introduction to languages and the theory of Computation, John C Martin,TATA Mc-Graw Hill.

Time Table

SDI: 15/12/2015 LDI:

Class Hour

Time

1 2 3 4 5 6 7

9:00 -09:50

09.50 –10:40

10:40 –11:30

11:30 –

12: 20

12.20-1.10

1:10 – 2:00

2:00 - 2:50

2:50 3:40

MON

LU

NC

H B

RE

AK

TUE

WED

THU

FRI

SAT

PROGRAM EDUCATIONAL OBJECTIVES (PEO’s)

PEO1 The Graduates are employable as software professionals in reputed industries.

PEO2 The Graduates analyze problems by applying the principles of computer science, mathematics and scientific investigation to design  and implement  industry accepted solutions using latest technologies.

PEO3 The Graduates work productively in supportive and leadership roles on multidisciplinary teams with effective communication and team work skills with high regard to legal and ethical responsibilities.

PEO4 The Graduates embrace lifelong learning to meet ever changing developments in computer science and Engineering.

PROGRAM OUTCOMES (PO’s)

PO1 An ability to communicate effectively and work on multidisciplinary teams

PO2 An ability to identify, formulate and solve computer system problems with professional and ethical responsibility.

PO3 A recognition of the need for, and an ability to engage in life-long learning to use the latest techniques, skills and modern engineering tools

PO4 The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and social context

PO5 An ability to apply knowledge of mathematics, science, and computing to analyze, design and implement solutions to the realistic problems.

PO6 An ability to apply suitable process with the understanding of software development practice.

Course Objectives:

1. To introduce the concepts of language theory.

2. To outline the concepts of Regular expressions and context free grammar.

3. To demonstrate the properties of CFG.

4. To introduce the concepts of Regular grammar.

5. To outline the role of Turing Machine.

Course Outcomes:

1. Understand the role and structure of language theory.

2. Design of regular expressions for language constructs and conversions of NFA and DFA.

3. Demonstrate the derivations and properties of various CFG and regular grammars.

4. Design of PDA for the given CFG.

5. Understand the role of Turing machine as computational and universal machine.

Evaluation Methodology:

S. No Method of Evaluation Examination Dates Marks

1. Internal Exam –I 20

2. Internal Exam –II 20

3. Assignment –I 5

4. Assignment –II 5

5. External Exam 75

MAPPING OF COURSE OBJECTIVES & COURSE OUT COMES WITH

PO’s & PEO’s

Course Outcomes PEO’s PO’s

1 2 2,5

2 2 2,5

3 2 2,5

4 2 2,5

5 2 2,5

COURSE SCHEDULE

Distribution of Hours Unit – Wise

Unit TopicChapters Total No.

of HoursBook1

I

Fundamental concepts: Strings, Alphabets, Language operations, Regular Expressions, Regular Languages: Finite automata, Types of finite automata (FA)-Non deterministic Finite Automata (NFA), Deterministic Finite Automata(DFA), NFA with ɛ-Moves, regular expression representation; Regular expressions to NFA; NFA with ɛ-Moves to NFA without ɛ-Moves; NFA to DFA Conversions; Minimization of DFA: (Proofs Not Required)

Textbook1: Chapter 1(1.1, 1.5), 2, 3, 4(4.4).

11

II

DFA with more than two outputs: Moore and Melay machines, Pumping Lemma for Regular Sets: Closure properties of Regular Sets (Proofs Not Required): Context Free Grammars (CFG), Right most, Left most –derivations, Parse Trees; Operator Grammar: Unit productions; Chomsky normal forms; (Proofs Not Required)

Textbook2: Chapter 2(2.10, 2.11)

Textbook1: Chapter 4( 4.1 , 4.2), 5, 7(7.1)

10

III Left recursion and Elimination of left recursion in CFG: Elimination of useless symbols and unit productions; Greibach Normal

Textbook1: Chapter 6, 7(7.1),

Textbook2: Chapter5 (5.10)

9

Form, Push Down automata (PDA): Types of PDA: Design of a PDA for a given CFG. (Proofs Not Required)

IV

Regular Grammars (RG), Design of DFA for a given RG: Right linear and left linear Grammars and conversions: Definition of Context Sensitive Grammar (CFG) and Linear bounded automata (LBA) (Proofs Not Required)

Textbook2: Chapter 4 ( 4.20) , 5 (5.11, 5.12, 5.13)

9

V

Definition of unrestricted Grammar and Turing Machine (TM): Chomsky hierarchy on Languages, Grammars and recognizers; Design of TM as recognizer; Types of TM: Computational problems of TM with multiple tracks; Decidability Problem; Churches hypothesis (Proofs Not Required)

Textbook1: Chapter8.

Textbook2: Chapter5 (5.11).

9

TOTAL HOURS 48

Number of Hours / lectures available in this Semester / Year 64

The number of topics in every unit is not the same – because of the variation, all the units

have an unequal distribution of hours

Lecture Plan

S. No. Topic Date of Completion

Unit-1

1 Fundamentals : Strings, Alphabet, Language, Operations

2 Regular Expressions

3 Regular Languages: Finite automata

4 Types of FA-Non deterministic Finite Automata, Deterministic Finite Automata

5 NFA with ɛ-Moves

6 Regular expression representation; Regular expressions to NFA

7 NFA with ɛ-Moves to NFA without ɛ-Moves

8 NFA to DFA Conversions

9 Minimization of DFA

Unit-2

1 Moore and Melay machines

2 Pumping Lemma for Regular Sets

3 Closure properties of Regular Sets

4 Context Free Grammars (CFG)

5 Right most, Left most –derivations Parse Trees

6 Operator Grammar

7 Unit productions Chomsky normal forms

Unit-3

1 Left recursion and Elimination of left recursion in CFG

2 Elimination of useless symbols

3 Elimination of unit productions

4 Greibach Normal Form

5 Push Down automata (PDA): Types of PDA

6 Design of a PDA for a given CFG.

Unit-4

1 Regular Grammars (RG)

2 Design of DFA for a given RG

3 Right linear and left linear Grammars and conversions

4 Definition of Context Sensitive Grammar (CFG)

5 Linear bounded automata (LBA)

Unit-5

1Definition of unrestricted Grammar and Turing Machine (TM) Basic Concepts

2 Chomsky hierarchy on Languages

3 Grammars and recognizers

4 Design of TM as recognizer

5 Types of TM: Computational problems of TM with multiple tracks

6 Decidability Problem; Churches hypothesis

Date of Unit Completion & Remarks

Unit – 1

Date: __ / __ / __

Remarks:________________________________________________________________________

_______________________________________________________________________

Unit – 2

Date: __ / __ / __

Remarks:________________________________________________________________________

________________________________________________________________________

Unit – 3

Date: __ / __ / __

Remarks:________________________________________________________________________

________________________________________________________________________

Unit – 4

Date: __ / __ / __

Remarks:________________________________________________________________________

________________________________________________________________________

Unit – 5

Date: __ / __ / __

Remarks:________________________________________________________________________

_______________________________________________________________________

Unit Wise Assignments (With different Levels of thinking (Blooms Taxonomy))

Note: For every question please mention the level of Blooms taxonomy

Unit – 1Levels of thinking Blooms Taxonomy

1. Construct a smallest DFA over Σ = {a,b} accepting all strings which have number a’s divisible by 6 and number of b’s divisible by 8

L3

2. Draw the transition diagram for a NFA which accepts all strings with either two consecutive 0's or two consecutive 1's.

L4

3.Construct DFA and NFA accepting the set of all strings not containing 101 as a substring.

L3

4.

Draw NFA with є -moves transition diagram and table which accepts the language consisting of any number (including zero) of 0's followed by any number (including zero) of 1's followed by any number (including zero) of 2's.

L4

5.Draw the transition diagram of a FA which accepts all strings of 1's and 0's in which both the number of 0's and 1's are even.

L4

6.Construct a transition system corresponding to the regular expressions

(a) (ab + a)* (aa +b) (b) a*b + b*aL3

Unit – 2

1.

Construct a Mealy machine which is equivalent to the Moore machine given in table.

Present State Next State Output

a=0 a=1

q0 q3 q1 0

q1 q1 q2 1

q2 q2 q3 0

q3 q3 q0 0

L3

2.Obtain Chomsky Normal form for following Context Free Grammar

S ~ S / [S > S ] / p / q.L3

3. Consider the following grammar G = ({S,A},{a,b},P,S)

Where P consists of S aAS / a

A SbA / SS / ba

For the string aabbaa show

L3

i. Left Most Derivation ii. Right Most Derivation iii. Parse Tree

Unit – 3

1.

Convert the following grammar to Greibach Normal Form G = ({A1, A2, A3},

{a,b},P,A) Where P consists of the following

A1 A2 A3

A2 A3 A1 | b

A3 A1 A2 | a

L2

2.

Reduce the following Context Free Grammar

S aAa

A sb / bCC / DaA

C abb / DD

E aC

D aDA

L4

3. Design Push Down Automata for the language L={wcwR / w ε (0+1)*}. L5

4. Convert the following Context Free Grammar to Push Down Automata

S ( S ) S / є.

L2

Unit-4

1.

Construct DFA for the given grammar

SaA / b

AaA / a

L3

2.

Covert the following right linear grammar to its equivalent left linear grammar.

SbB

BbC / aB / b

Ca

L2

3.

Covert the following left linear grammar to its equivalent right linear grammar.

S0A

A10A / ϵ

L2

4.

Construct the equivalent DFA accepting the regular Language defined by the following right linear grammar

S0 A /1B

A0C /1A / 0

B1B / 1A /1

C0 / 0A

L3

Unit-5

1. Design Turing Machine for L = { an bn cn / n >=1 }. L32. Design Turing Machine that gives 2’s complement for the given binary

representation. L3

3. Design Turing Machine for L = { wwr / w ϵ (0+1)*}. L3

Case Studies (With different Levels of thinking (Blooms Taxonomy))

Note: For every Case Study please mention the level of Blooms taxonomy

Unit – I & IILevels of thinking Blooms Taxonomy

1. Design a Lexical analyzer. L3

Unit – III, IV & V

2. Design a syntactic analyzer. L3

Unit Wise Important Questions (With different Levels of thinking (Blooms Taxonomy))

Note: For every question please mention the level of Blooms taxonomy

Unit – 1Levels of thinking Blooms Taxonomy

1. Construct DFA and NFA accepting the set of all strings not containing 101 as a substring

L3

2. Draw the transition diagram of a FA which accepts all strings of 1's and 0's in which both the number of 0's and 1's are even.

L4

3.M = ({q1, q2, q3}, {0, 1}, δ, q1, {q3}) is a NFA where δ is given byδ (q1, 0) = {q2, q3}, δ (q1, 1) = {q1} , δ (q2, 0) = {q1, q2}, δ (q2, 1) = ϕ ; δ (q3, 0) = {q2}, δ (q3, 1) = {q1, q2} construct an equiva-lent DFA.

L3

4.Describe, in the English language, the sets represented by the following regular expressions:(a) a(a+b)*ab(b) a*b + b*a

L1

Unit – 2

1.Construct a Mealy machine which can output EVEN, ODD according as the total number of 1's encountered is even or odd. The input symbols are 0 and 1.

L3

2. Obtain Chomsky Normal form for following Context Free GrammarS ~S / [S > S ] / p / q. L3

3.

Construct a Mealy machine which is equivalent to the Moore machine given in table.Present State Next State Output a=0 a=1 q0 q3 q1 0 q1 q1 q2 1 q2 q2 q3 0 q3 q3 q0 0

L3

4.

Consider the fallowing grammar G = ({S,A},{a,b},P,S)Where P consists of S aAS / aA SbA / SS / ba For the string aabbaa showi. Left Most Derivation ii. Right Most Derivation iii. Parse Tree

L3

Unit – 3

1.Convert the following Context Free Grammar to Push Down AutomataS aAAAaS / bS / a.

L2

2.

Convert the following grammar to Greibach Normal Form G = ({A1, A2, A3 }, {a, b}, P, A) Where P consists of the followingAA2 A3A2A3 A1/ bA3A1 A2 / a

L2

3.Eliminate ϵ - productions from the grammar `G' given asAaBb / bBaBaB / bB / ϵ.

L4

4. Design Push Down Automata for L = {a2n bn / n>=1}. L3

Unit – 4

1.

Construct a DFA that accepts the regular language defined by the following right linear grammar:

Sb B

Bb C/a B/ b

C a

L3

2.

Write an equivalent left linear grammar for the right linear grammar which is defined as: S0 A/ 1 B

A 0 C / 1 A/ 0

B 1 B / 1 A / 1

C 0 / 0 A

L2

Unit – 5

1. Design Turing Machine over {0 ,1}, L = { w / |w| is a multiple of 3 }. L3

2. Design Turing Machine for L = {an bn cn / n >=1 } L3

3. Discuss about(a) Composite Turing Machine and Universal Turing Machine (UTM).(b) Decidability of problems and Churches hypothesis

L1

4. Design Turing Machine which will recognize strings containing equal number of 0's and 1's.

L3

Unit Wise Multiple Choice Questions for CRT & Competitive Examinations

Unit – I:

1. FA hasa) Limited memory b) Unlimited memory c) no memory d) none

2. The recognizing capabilities of NDFSM and DFSM a) may be different b) must be different c) must be same

d) may be same3. Any given transition graph has an equivalent

a) Regular expression b) DFSM c) NDFSM d) none4. FSM can recognize

a) Any grammar b) only CFG c) any unam-biguous grammar d) only regular grammar

5. Let A={0,1}. The number of possible strings of length ‘n’ that can be formed by the ele-ments of the set A isa) n! b) n2 c) nn d)2n

6. The concept of FSA is much used in this part of the compilera) lexical analysis b) parser c) code generation d) code optimization

7. The number of states in DFA is --------- than the number of states in NFA for the same language.a) Greater b) less c) equal d) none

8. The finite automaton to recognize n words each of maximum length m require ----- statesa) 2mn b) 2m c) 2n d) n2

9. Elimination of Є edges from NFA increasesa) Number of edges b) number of nodes c) both d) none

10. Set of regular languages over a given alphabet is not closed undera) union b) complementation c) intersection d) none

11. If L1 and L2 are expressed by regular expressions r1 and  r2, respectively then the language ex-pressed by  r1 + r2 will be _________a) Regular b) Ir-regular c) Can’t be decided d) Another Language which is not listed here

12. If r1 = (aa + bb) and r2 = ( a + b) then the language (aa + bb)(a + b) will be generated bya) (r1)(r2) b) (r1 + r2) c) (r2)(r1) d) (r1)

13. A language is represented by a regular expression (a)*(a + ba). Which of the following string does not belong to the regular set represented by the above expression.a) aaa b) aba c) ababa d) aa

Unit – II:

1. Choose the incorrect statementa) Moore and mealy machines are FSM’s with output capabilityb) Any moore machine has an equivalent mealy machinec) Any mealy machine has an equivalent moore machined) Moore machine is not FSM

2. The major difference between a moore machine and mealy machine isa) The output of the former depends on the present state and present input.b) The output of the former depends only on the present state.c) The output of the former depends only on the present input.d) None of the above.

3. A grammar has the following productions: S → aSSb | a | bSa Which of the following sentences are in the language that is generated by this grammar?

a) aaaaabb b) aabbaabb c) bbbaabbaa d) All the answers are correct

4. CFG is ambiguous if a) The grammar contains useless nonterminals b) It produces more than one parse tree for the same sentence.c) Some production has two non terminals side by side on RHSd) none

5. Choose the correct answera) all languages can be generated by CFGb) any regular language has an equivalent CFG.c) Some non regular languages can’t be generated by any CFG.d) Some regular languages can’t be generated by any CFG

6. The following CFG is equivalent to the regular expressionS aS / bS / a / b

a) (a*+b)* b) (a+b)+ c) (a+b)(a+b)* d) (a+b)*(a+b) 7. CFG can be recognized by a

a) FSM b) DPDM c) NPDM d) LBA

Unit – III:

1. A PDM behaves like an FSM when the number of auxiliary memory it has isa) 0 b) 2 c) 1 d) 3

2. CFG is not closed undera) Union b) kleene closure c) complementation d) product

3. Which of the following is truea) NPDA is more powerful than DPDAb) TM is more powerful than PDAc) Both (a) and (b)d) None

4. The stack in PDA hasa)unlimited memory b) read only c) limited memory d) none

5. Which of the following is truea) if a language is CF it can always be accepted by a DPDA

b) The union of two CFL’s is CF. c) The intersection of two CFL’s is CF.

d) The complement of two CFL’s is CF.

Unit – IV:

1. Consider the following right-linear grammar G = (N, T, P, S) N = {S} T = {a, b} P : S → aS|aA A → bA|b

Which of the following regular expression denotes L(G)?

a)(a + b)* b) a(ab)*b c) aa*bb* d) a*b*

2. The intersection of CFG and regular languagea) need not be regular b) need not be regular

c) is always regular d) is always context free

3. Left linear grammar for the right linear grammar S0 A A 10 A / ϵ is -----

Unit – V:

1. TM is more powerful than FSM becausea) The tape movement is confined to one direction b) It has no finite state control c) It has the capability to remember arbitrary long sequences d) None

2. Which of the following denotes Chomsky hierarchy?a) REG ⊂ CFL ⊂ CSL ⊂ type0b) CFL ⊂ REG ⊂ type0 ⊂ CSLc) CSL ⊂ type0 ⊂ REG ⊂ CFLd) CSL ⊂ CFL ⊂ REG ⊂ type0

3. Universal TM influenced the concept ofa) Stored program computersb) Interpretive implementation of programming languagesc) Computability d) None

4. The statement –“A TM can’t solve halting problem “ isa) Trueb) Falsec) Still an open questiond) None of the above

5. A PDM behaves like a TM when the number of auxiliary memory it has isa) 0 b) 2 c) 1 d) 3

University Question Papers

Tutorial Sheet

Unit-I

Topics Revised Date:

Quick Test Topics Date:

Unit-II

Topics Revised Date:

Quick Test Topics Date:

Unit-III

Topics Revised Date:

Quick Test Topics Date:

Unit-IV

Topics Revised Date:

Quick Test Topics Date:

Unit-V

Topics Revised Date:

Quick Test Topics Date:

TOPICS BEYOND SYLLABUS

Unit – 1

Unit – 2

Unit – 3

Unit – 4

Unit – 5

ASSESMENT OF LEARNING OBJECTIVES AND OUT COMES: DIRECT

Blooms Taxonomy:

LEVEL 1 REMEMBERING Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers

LEVEL 2 UNDERSTANDING Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

LEVEL 3 APPLYING Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way

LEVEL 4 ANALYZING Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

LEVEL 5 EVALUATING Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.

LEVEL 6 CREATING Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

S.No Hall Ticket Number

I-Internal Marks

Assignment

Marks

Remarks &

Blooms Taxonomy Assessment

II-InternalMarks

Assignment

Marks

Remarks

&

Blooms Taxonomy Assessment

Avg.

Marks

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

ASSESMENT OF LEARNING OBJECTIVES AND OUT COMES: INDIRECT

Blooms Taxonomy:

LEVEL 1 REMEMBERING Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers

LEVEL 2 UNDERSTANDING Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

LEVEL 3 APPLYING Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way

LEVEL 4 ANALYZING Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

LEVEL 5 EVALUATING Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.

LEVEL 6 CREATING Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

S.No

Criteria LEVEL ( Level : 5-Excellent Level :4-Very Good Level :3-Good Level :2-Satisfactory Level : 1-Poor )

1

Ora

l

Com

mun

icat

ion

5Student speaks in phase with the given topic confidently using Audio-Visual aids. Vocabulary is exceptional

4 Student speaking with proper planning, fair usage of Audio-Visual aids. Vocabulary is good

3 Student speaking without proper planning, fair usage of Audio-Visual aids. Vocabulary is not good

2 Student speaks in phase but no synchronization among the talk and Visual Aids.

1 Student speaks vaguely not in phase with the given topic.

2

Wri

ting

Skill

s

5Proper structuring of the document with relevant subtitles, readability of document is high with correct use of grammar. Work is genuine and not published anywhere else.

4Information gathered is relevant to the given task. sentences were framed properly with correct use of grammar.

3Information gathered is relevant to the given task. sentences were framed properly with inappropriate use of grammar

2Information is gathered without continuity of topic, sentences were not framed properly. Few topics are copied from other documents

1 Information gathered was not relevant to the given task. Content is copied from other documents

3

Soci

al a

nd E

thic

al A

war

enes

s

5Student identifies most potential ethical or societal issues and provides solutions for them discussing with peers

4Student identifies most potential ethical or societal issues and provides partial solutions for them discussing with peers

3Student identifies the societal and ethical issues but tries to provide solutions for them discussing with peers

2Student identifies the societal and ethical issues but fails to provide any solutions discussing with peers

1 Student makes no attempt in identifying the societal and ethical issues

4

Con

tent

K

now

ledg

e

5 Student uses appropriate methods, techniques to model and solve the problem accurately

4 Student uses appropriate methods, techniques to model and solve the problem partially.

3 Student uses appropriate methods to model the problem but attempts to solve the problem

2 Student tries to model the problem and fails to solve the problem

1 Student fails to model the problem and also fails to solve the problem

5

Stud

ent P

artic

ipat

ion

5 Listens carefully to the class and answer the questions confidently

4 Listens carefully to the class and tries to answer questions confidently.

3 Listens carefully to the lecture and attempts to answer the questions

2 Student listens to the class but doesn’t attempts to answer the questions

1 Student neither listens to the class nor attempts to answer the questions

6

Tec

hnic

al a

nd a

naly

tical

Ski

lls

5The program structure is well organized with appropriate use of technologies and methodology. Code is easy to read and well documented. Student is able to implement the algorithm producing accurate results

4Program structure is well organized with appropriate use of technologies and methodology. Code is easy to read and not properly documented. Student is able to implement the algorithm providing accurate results.

3Program structure is well organized with appropriate use of technologies and methodology. Code is quite difficult to read and not properly documented. Student is able to implement the algorithm providing accurate results.

2Program structure is well organized with usage of appropriate technologies and methodology. Code is difficult to read and not documented properly and not able to execute the program

1Program structure is not well organized with mistakes in usage of appropriate technologies and methodology. Code is difficult to read and student is not able to execute the program

7

Prac

tical

Kno

wle

ge

5Independently able to write programs for any given context to strengthen the concepts covered in theory

4 Independently able to write programs to strengthen the concepts covered in theory

3 Independently able to write programs and able to strengthen the concepts learned in theory

2 Not able to write programs but able to strengthen the concepts learned in theory.

1 Not able to write programs and not able to strengthen the concepts learned in theory

8

Und

erst

andi

ng o

f E

ngin

eeri

ng c

ore

5Student uses appropriate methods, techniques to model and solve the problem accurately in the context of multidisciplinary projects

4Student tries to model the problem and solve the problem in the context of multidisciplinary projects

3Student tries to model the problem and attempts to solve the problem in the context of multidisciplinary projects.

2 Student tries to model the problem but fails to solve the problem in the context of multidisciplinary

projects.

1Student fails to model the problem and also fails to solve the problem in the context of multidisciplinary projects

CSP Rubric Name & Number:

S.No. Hall Ticket Number Rubric Assessment

Blooms Taxonomy Assessment

Remarks

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

Remedial Classes:

Unit Number Date Conducted Topics Revised

Unit-I

Unit-II

Unit-III

Unit-IV

Unit-V

Add-on Programmes:

1

2

3

4

Guest Lectures:

1.

2.

3.

4.

Unit Wise PPT’s:

Unit Wise lecture Notes: