MANIPAL UNIVERSITY JAIPUR
Department of … Computer Science and Engineering…
Course Hand-out
A. Basic Details:
Programme Name: B. Tech. CSE
Course Name: DATA STRUCTURES & ALGORITHMS LAB
Course Code: CSE2132
LTPC (Lecture Tutorial Practical Credits): 0021
Session: July 2025 – Dec 2026
Class: CSE 3rd Semester
Course Coordinator: Dr. Amit Garg/ Dr. Babita Tiwari
Dr. Satpal Singh Kushwaha
Dr. Mahesh Jangid
Dr. Amit Kumar Gupta
Dr. Shikha Mundra
Dr. Ajay Kumar
Course Instructor(s): Dr. Babita Tiwari
Dr. Neha Janu
Dr. Amit Garg
Mr. Tarun Jain
Ms. Kirti Paliwal
Mr. Girish Sharma
B. Introduction:
The Data Structures and Algorithms Laboratory is designed to complement the theoretical
understanding of data structures and algorithmic techniques with practical, hands-on
experience. This lab provides students with the opportunity to implement, test, and analyze
a wide range of data structures such as arrays, linked lists, stacks, queues, trees, and
graphs, as well as fundamental algorithms for searching, sorting, and traversal.
The lab encourages logical thinking, algorithmic reasoning, and proficiency in
programming—skills essential for technical interviews, competitive programming, and real-
world software development. This practical component reinforces the theoretical
foundations and ensures students are well-prepared to design and implement efficient
solutions to computational problems.
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C. Course Outcomes:
Bloom’s Target Target
CO Statement CO
Level Attainment % Attainment level
Outline the basic concepts
required to implement data CSE2131.1 Understand ≥ 80% 3
structures.
Illustrate linear and
nonlinear data structures to CSE213.2 Understand ≥ 80% 3
solve a specified problem.
Apply various standard
techniques for searching and CSE2131.3 Apply ≥ 70% < 80% 2
sorting.
Build various applications
using appropriate data CSE2131.4 Apply ≥ 70% < 80% 2
structure.
• Bloom’s Level: Cognitive level of Revised Bloom’s Taxonomy
• Target Attainment Level: Tentative/ Estimated target attainment for each CO. Information
about Target Attainment Levels is mentioned as follows:
Attainment (%) Level
< 60 % 0
≥ 60% < 70% 1
≥ 70% < 80% 2
≥ 80 3
D. Program Outcomes and Program Specific Outcomes:
Program Specific Outcomes (PSOs): students will be…
PSO1: Capable of identifying the appropriate data structure and algorithms to design,
implement and test effective solutions for real-world and research problems.
PSO 2: Capable of excelling in a variety of programming/ project competitions as well as
technical challenges set out by professional societies.
PSO 3: Capable to gain knowledge in diverse areas of Computer Science and apply that
to a successful career, entrepreneurship, and higher education.
Program Outcomes (POs):
[PO.1]. Apply the knowledge of mathematics, science, engineering fundamentals, and
an engineering specialization to the solution of complex engineering problems.
[PO.2]. Identify, formulate, research literature, and analyse complex engineering
problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
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[PO.3]. Design solutions for complex engineering problems and design system
components or processes that meet the specified needs with appropriate consideration
for the public health and safety, and the cultural, societal, and environmental
considerations.
[PO.4]. Use research-based knowledge and research methods including design of
experiments, analysis and interpretation of data, and synthesis of the information to
provide valid conclusions.
[PO.5]. Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modelling to complex engineering
activities with an understanding of the limitations.
[PO.6]. Apply reasoning informed by the contextual knowledge to assess societal,
health, safety, legal, and cultural issues and the consequent responsibilities relevant to
the professional engineering practice.
[PO.7]. Understand the impact of the professional engineering solutions in societal and
environmental contexts, and demonstrate the knowledge of, and need for sustainable
development.
[PO.8]. Apply ethical principles and commit to professional ethics and responsibilities
and norms of the engineering practices.
[PO.9]. Function effectively as an individual, and as a member or leader in diverse
teams, and in multidisciplinary settings
[PO.10]. Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as, being able to comprehend
and write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.
[PO.11]. Demonstrate knowledge and understanding of the engineering and
management principles and apply these to one’s own work, as a member and leader in
a team, to manage projects and in multidisciplinary environments.
[PO.12]. Recognize the need for and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.
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E. Assessment Plan:
Criteria Description Maximum Marks
1. Continuous Evaluation
• Lab Record - 10 Marks
• Viva + Execution - 25 Marks
Internal 2. Attendance - 05 Marks
Assessment 3. 2 Coding Test/ Quiz - 15 Marks
4. Activity Participation - 05 Marks 60
(Formative and
Summative) Note:
Proposed Activities:
Mini-projects, case studies, or problem-solving exercises,
presentations, Mini research projects, technical clubs,
hackathons, or competitions seminars, blogs, newsletters,
or student magazines.
End Term Exam
End Term Exam (ETE) 40
(Summative)
Total 100
• For Attendance marks, can we use this formula- Attendance (X)
if X>=75 and X<80 ➔ 2 marks
if X>=80 and X<85 ➔ 3 marks
if X>=85 and X<90 ➔ 4 marks
if X>=90 and X<=100 ➔ 5marks
F. Syllabus:
Implementation of array operations: insertion, deletion, linear search and binary search, matrix
operation; Implementation of singly, doubly, and circular linked lists: inserting, deleting, and
inverting a linked list, Polynomial addition, subtraction and sparse matrix implementation by linked list,
Josephus problem; Stacks and Queues: adding, deleting elements. Circular Queue: Adding & deleting
elements, conversion of infix to postfix and Evaluation of postfix expressions using stacks & queues,
Implementation of stacks & queues using linked lists; Recursive and Non-recursive traversal of Trees:
Threaded binary tree traversal, BST and AVL tree implementation; Implementation of sorting and
searching algorithms: bubble sort, Insertion sort, selection sort, quick sort, heap sort, merge sort, radix
sort, Hash table implementation.
Text Book:
1. Lipschutz, Seymour. Data Structures with C. Schaum’s Outline Series, McGraw Hill Education, 2017.
References:
1. A. S. Tannenbaum, J. Augenstein, Data Structures using C, Pearson India, 2018.
2. E. Horowitz, S. Sahni, Fundamentals of Data Structures in C, (2e), Universities Press, 2008.
3. A. Forouzan, R. F. Gilberg, A Structured Programming Approach Using C, (3e), Cengage Learning, 2006.
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G. Lecture Plan:
S. Mode of
Topic Corresponding CO Mode of delivery
No. assessing CO
Design, Develop and Implement a menu driven Program in C for the following Array operations
a. Creating an Array of N Integer Elements
Lecture based teaching-
b. Display of Array Elements with Suitable Headings CSE2131.1
1 c. Inserting an Element (ELEM) at a given valid Position (POS) CSE2131.2 learning Continuous Evaluation
d. Deleting an Element at a given valid Position(POS) CSE2131.3
e. Exit.
Support the program with functions for each of the above operations.
Write a program to implement Searching and Sorting
CSE2131.2 Lecture based teaching-
2 a. Insertion Sort Continuous Evaluation
CSE2131.4 learning
b. Selection Sort
Write a program to implement Searching and Sorting
CSE2131.2 Lecture based teaching-
3 a. Bubble Sort Continuous Evaluation
CSE2131.4 learning
b. Binary Search
Design, Develop and Implement a menu driven Program in C for the following operations on
Singly Linked List (SLL) of Student Data with the fields: USN, Name, Branch, Sem, PhNo Lecture based teaching-
a. Create a SLL of N Students Data by using front insertion. learning
4 b. Display the status of SLL and count the number of nodes in it CSE2131.2 Individual learning/ self- Continuous Evaluation
c. Perform Insertion / Deletion at End of SLL study
d. Perform Insertion / Deletion at Front of SLL(Demonstration of stack)
e. Exit
Design, Develop and Implement a menu driven Program in C for the following operations on
Doubly Linked List (DLL) of Employee Data with the fields: SSN, Name, Dept, Designation, Sal,
PhNo
a. Create a DLL of N Employees Data by using end insertion.
Lecture based teaching-
5 b. Display the status of DLL and count the number of nodes in it CSE2131.2 Continuous Evaluation
learning
c. Perform Insertion and Deletion at End of DLL
d. Perform Insertion and Deletion at Front of DLL
e. Demonstrate how this DLL can be used as Double Ended Queue
f. Exit
Design, Develop and Implement a menu driven Program in C for the following operations on
Single Circular Linked List (SCLL) of Employee Data with the fields: SSN, Name, Dept,
Designation, Sal, PhNo Flipped Classroom,
6 a. Create a SCLL of N Employees Data by using end insertion. CSE2131.2 Individual learning/ self- Continuous Evaluation
b. Display the status of SCLL and count the number of nodes in it study
c. Perform Insertion and Deletion at End of SCLL
d. Perform Insertion and Deletion at Front of SCLL
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Design, Develop and Implement a menu driven Program in C for the following operations on
STACK of Integers (Array Implementation of Stack with maximum size MAX)
a. Push an Element on to Stack
CSE2131.1 Learning through problem-
b. Pop an Element from Stack
7 CSE2131.2 solving Continuous Evaluation
c. Demonstrate how Stack can be used to check Palindrome
CSE2131.3
d. Demonstrate Overflow and Underflow situations on Stack
e. Display the status of Stack
f. Exit. Support the program with appropriate functions for each of the above operations.
Design, Develop and Implement a Program in C for converting an Infix Expression to Postfix
CSE2131.2 Lecture based teaching-
8 Expression. Program should support for both parenthesized and free parenthesized expressions Continuous Evaluation
CSE2131.4 learning
with the operators: +, -, *, /, %(Remainder), ^(Power) and alphanumeric operands.
Inquiry based learning
Design, Develop and Implement a menu driven Program in C for the following operations on
9 CSE2101.3 Individual learning/ self- Continuous Evaluation
Dynamic STACK of Integers.
study
Design, Develop and Implement a menu driven Program in C for the following operations on
Circular QUEUE of Characters (Array Implementation of Queue with maximum size MAX)
a. Insert an Element on to Circular QUEUE
b. Delete an Element from Circular QUEUE CSE2101.1 Lecture based teaching-
10 Continuous Evaluation
c. Demonstrate Overflow and Underflow situations on Circular QUEUE CSE2101.2 learning
d. Display the status of Circular QUEUE
e. Exit
Support the program with appropriate functions for each of the above operations.
Design, Develop and Implement a menu driven Program in C for the following operations on CSE2131.2 Lecture based teaching-
11 Continuous Evaluation
Dynamic QUEUE. CSE2131.4 learning
Design, Develop and Implement a menu driven Program in C for the following operations on
Binary Search Tree (BST) of Integers
a. Create a BST of N Integers: 6, 9, 5, 2, 8, 15, 24, 14, 7, 8, 5, 2 Lecture based teaching-
12 CSE2131.2
b. Traverse the BST in Inorder, Preorder and Post Order learning Continuous Evaluation
c. Search the BST for a given element (KEY) and report the appropriate message CSE2131.4
d. Exit
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Outside class engagement activities (To complete the 30 Notional hours for each credit as per NCrF guidelines):
Type of Activity Difficulty Level Hours Engaged
Solving weekly coding problems on platforms like LeetCode, HackerRank, or CodeChef Medium 10 hours
Writing and submitting mini-projects High 6 hours
Group discussions or peer learning sessions (offline/online) Low 4 hours
Watching curated video lectures (e.g., NPTEL, MIT OCW, YouTube DSA playlists) Medium 4 hours
Preparing summary notes or mind maps for core concepts (trees, sorting, hashing) Medium 2 hours
Participating in DSA quizzes or coding contests (internal or external) High 2 hours
Attending DSA workshops/seminars Medium 2 hours4
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H. Learner centric activities:
Activities to address various difficulty levels of learning to promote inclusive learning
and enhance student engagement according to their individual learning pace and
capability.
Activities at low-difficulty level:
• Peer-assisted learning or buddy systems
• Step-by-step problem-solving exercises
• Simplified handouts or summarized notes
Activities at high-difficulty level:
• Mini research projects or presentations
• Participation in technical clubs, hackathons, or competitions
• Encouragement to explore MOOCs or online certifications related to the
course
I. Outside Class Engagement Activities:
Encouraging students to participate in constructive academic and co-curricular activities
beyond the classroom environment to promote independent thinking and collaborative skills.
• Participating in academic clubs, technical competitions, or seminars
• Collaborating with faculty or peers on research ideas or innovative
prototypes
• Participating in group study circles or peer-learning sessions
• Visiting laboratories or project labs for extended hands-on practice
• Exploring relevant online courses, MOOCs, or certification programs
• Engaging in mini-projects, case studies, or problem-solving exercises
• Contributing to departmental blogs, newsletters, or student magazines
J. Course Articulation Matrix:
CORRELATION
WITH
CORRELATION WITH PROGRAM OUTCOMES
PROGRAM SPECIFIC
CO STATEMENT
OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
Recognize the basic
1 concepts required to 3 2 3 1 2 1 2 3 1
implement data structures.
Apply linear and nonlinear
2 data structures to solve a 1 2 2 2 2 1 1 2 3 1
specified problem.
Analyze and Apply with
3 various standard techniques 2 3 2 3 2 1 2 2 3 3
for searching and sorting.
Build various application
4 using appropriate data 1 1 3 3 2 2 2 3 3 3
structure.
1: Low Correlation, 2: Moderate Correlation, 3: Substantial Correlation
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# Sample format for recording the activities is suggested:
• for Encouragement to explore MOOCs or online certifications related to the course
• for Exploring relevant online courses, MOOCs, or certification programs
NPTEL Course Enrollment Student NPTEL Exam Registration Student
S. No. Regis. No. Name
done? Signature done? Signature
Submitted qualifying NPTEL Python/
S. No. Regis. No. Name Remark
certificate Java
• for Step-by-step problem-solving exercises
• for Visiting laboratories or project labs for extended hands-on practice
By Continuous Evaluation report in LAB
• for Simplified handouts or summarized notes
By providing the LAB Manual
• for Engaging in mini-projects, case studies, Mini research projects, presentations or
problem-solving exercises
• for Participating in group study circles or peer-learning sessions, Peer-assisted
learning, buddy systems or collaborating with faculty or peers on research ideas or
innovative prototypes
• for Participation in technical clubs, hackathons, or competitions or seminars
• for Contributing to departmental blogs, newsletters, or student magazines
Team Name Name of Date of Participated Proof of work Faculty
S. No. Regis. No. Name Marks
T1, T2, . . . Activity Activity Y/ N POW Y/N Signature
Proposed Activities:
mini-projects, case studies, or problem-solving exercises
presentations
Mini research projects
technical clubs, hackathons, or competitions seminars
blogs, newsletters, or student magazines
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