Programming with ‘Python’ (Computer Group) Course Code: ................

Maharashtra State Board of Technical Education (MSBTE)

'I' – Scheme
VI – Semester Course Curriculum

Course Title: Programming with ‘Python’ (IF, CO)

(Course Code: ...................)

Diploma programme in which this course is offered Semester in which

offered
Information Technology, Computer Engineering Sixth

1. RATIONALE
Python is used for developing desktop GUI applications, websites and web applications. Also,
as a high level programming language it allows you to focus on core functionality of the
application by taking care of common programming tasks. This course is designed to help the
students to understand fundamental syntactic information about ‘Python’. Also it will help the
students to apply the basic concepts, program structure and principles of ‘Python’ programming
paradigm to build given application. The course is basically designed to create a base to develop
foundation skills of programming language.

2. COMPETENCY
The aim of this course is to help the student to attain the following industry identified competency through
various teaching learning experiences:
 Develop python programs services related to computer problems.

1. COURSE OUTCOMES (COs)

The theory, practical experiences and relevant soft skills associated with this course are to be
taught and implemented, so that the student demonstrates the following industry oriented COs
associated with the above mentioned competency:
a. Write and execute simple ‘Python’ programs
b. Write ‘Python’ programs using arithmetic expressions and control structure.
c. Develop ‘Python’ programs using List, Tuples and Dictionary.
d. Develop/Use functions in Python programs for modular programming approach.
e. Develop ‘Python’ programs using File Input/output operations.
f. Write ‘Python’ code using Classes and Objects.

1. TEACHING AND EXAMINATION SCHEME

Teaching Scheme Total Credits Examination Scheme

(In Hours) (L+T+P)
Theory Marks Practical Total Marks
Marks
L T P C ESE PA ESE PA
3 2 2 7 70 30* 25 25 150
(*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to
facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken
during the semester for the assessment of the UOs required for the attainment of the COs.
Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P - Practical; C – Credit,
ESE - End Semester Examination; PA - Progressive Assessment

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5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels
of outcomes (details in subsequent sections) to be attained by the student by the end of the
course, in all domains of learning in terms of the industry/employer identified competency
depicted at the centre of this map.
ADO (b) - Practice energy
conservation Topic 6.2 Pointer
arithmetic ADO (a) - Follow
safe practices

Topic 5.2 Library

functions UO 6b Use pointers for
performing the given
arithmetic operation

PrO 13- Develop

Program to PrO 16-
UO 5a Use the given demonstrate
library function Use of all String
handling functions

CO (d) Develop ‘C’ CO (e) Develop/Use functions

programs using arrays in C programs for modular
and structures programming approach
CO (f) Develop ‘C’
PrO 11- Develop a programs using
Programto Sort list pointers.
of 10 numbers

Competency
CO(c) Develop ‘C’ Develop ‘C’ programs
programs using
CO (a) Develop
control structure
flowchart and
algorithm to solve
problems logically

CO (b) Write simple ‘C’

PrO 5- Write program to: programs using arithmetic
Determine whether a given expressions
year is a leap year or not UO 1a Write Pseudo
program logic for
PrO 1- write
PrO 3- Write simple given problem.
algorithm and draw
UO 4a - programs to Convert flow chart to find
read, temperature in Fahrenheit factorial of a number
write the given array degrees to Centigrade degrees

ULO 3a - Write a ‘C’ program UO 2b Write simple ‘C’ Topic 1.1 Notion of
using decision making structure program using given an algorithm
for two-way branching to solve arithmetic expressions
the given problem
Topic 4.1 One
dimension and two
dimension arrays
Topic 2.1 General
Topic 3.1 Decision Structure of a ‘C’
making and branching program

Legends

UO in Cognitive ADO - Affective

CO - Course Outcome PrO through Practicals Domain Domain Outcome
Topic

Figure 1 - Course Map

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Programming with ‘Python’ (Computer Group) Course Code: ................’

6. SUGGESTED PRACTICALS/ EXERCISES

The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and
assessed in the student for the attainment of the competency.

Approx.
S. Unit Hrs.
Practical Outcomes (PrOs)
No. No. Require
d
1 Write /execute simple ‘Python’ program: Develop minimum 2 I 02
programs using different data types (numbers, string, tuple, list,
dictionary)
2 Write /execute simple ‘Python’ program: Develop minimum 2 I 02
programs using Arithmetic Operators, exhibiting data type
conversion.
3 (i)Write simple programs to convert U.S. dollars to Indian II 02
rupees.
(ii) Write simple programs to convert bits to Megabytes,
Gigabytes and Terabytes.
4 Write simple programs to calculate the area and perimeter of the II 02
square, and the volume & perimeter of the cone.
5 Decision Making and branching using if, if-else structure III 02
Write program to:
(i) Determine whether a given number is odd or even.

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Approx.
S. Unit Hrs.
Practical Outcomes (PrOs)
No. No. Require
d
(ii) Find the greatest of the three numbers using conditional
operators.
1 Using List: Write a programs to: III 02
(i) Create a list, add element to list, delete element from the
list.
1 Using List: Write a programs to: III 02
(i) Sort the list, reverse the list and counting elements in a
list.
1 Using Dictionary: Write a programs to: III 02
(i) Create dictionary, add element to dictionary, delete element
from the dictionary.
2 Looping: Write a program to : II 02
(i) Find factorial of a given number.
(ii) Generate multiplication table up to 10 for numbers 1 to 5.
1 Looping: Write a program to : II 02
(i) To print all prime numbers from 1 to N.
(ii) To read age of 15 person and count total Baby age, School
age and Adult age.
1 Functions : Write a program to : IV 02
(i) To calculate average, mean, median, and standard
deviation of numbers in a list.
1 Functions : Write a program to : IV 02
(i) To print Factors of a given Number.
1 File Input/output: Write a program to : V 02
(i) To create simple file and write “Hello World” in it.
(ii) To open a file in write mode and append Hello world at
the end of a file.
1 File Input/output: Write a program to : V 02
(i) To open a file in read mode and write its contents to
another file but replace every occurrence of character ‘h’
by ‘a’.
(ii) To open a file in read mode and print the number of
occurrences of a character ‘a’.
1 Classes and Objects: Write a Program to: VI 02
(i) Add two complex number using classes and objects.
1 Classes and Objects: Write a Program to: VI 02
(i) Subtract two complex number using classes and objects
Total 32
Note
i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain
the COs and competency. All the above listed practical need to be performed compulsorily,
so that the student reaches the ‘Applying Level’ of Blooms’s ‘Cognitive Domain Taxonomy’
as generally required by the industry.
ii. The ‘Process’ and ‘Product’ related skills associated with each PrO are to be assessed
according to a suggested sample given below:

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S. No. Performance Indicators Weightage in

%
a. Correctness of logic of a program 40
b. Debugging ability 20
c. Quality of input and output displayed (messaging and 10
formatting)
d. Answer to sample questions 20
e. Submit report in time 10
Total 100

The above PrOs also comprise of the following social skills/attitudes which are Affective
Domain Outcomes (ADOs) that are best developed through the laboratory/field based
experiences:
a. Follow safety practices.
b. Practice good housekeeping.
c. Demonstrate working as a leader/a team member.
d. Maintain tools and equipment.
e. Follow ethical practices.

The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the
acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of
practical experiences over a period of time. Moreover, the level of achievement of the ADOs
according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned
below:
 ‘Valuing Level’ in 1st year
 ‘Organising Level’ in 2nd year
 ‘Characterising Level’ in 3rd year.

7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

The major equipment with broad specification mentioned here will usher in uniformity in
conduct of experiments, as well as aid to procure equipment by authorities concerned.

S. Exp.
No Equipment Name with Broad Specifications S. No.
.
1 Computer system All
(Any computer system with basic configuration)
2 ‘Python’ Interpreter

7. UNDERPINNING THEORY COMPONENTS

The following topics/subtopics are to be taught and assessed in order to develop UOs for
achieving the COs to attain the identified competency:

Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
Unit – I 1a. Write and execute 1.1 History of Python .
Introduction simple python Code for 1.2 Python features.
the given problem. 1.3 Running Python Scripts.

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Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
1b. Identify different 1.4 Identifiers, Keywords, Indentation,
Variables, Keywords and Variables.
constants 1.5 Input and Output.
1c. Use indentation in
Python for the given
problem.
Unit– II 2a. Write simple ‘Python’
2.1 Standard Datatypes: Numbers, String,
Types, program using the given Tuples, Lists, Dictionary.
Operators and arithmetic expressions 2.2 Operators: Arithmetic Operators,
Expression 2b. Use different types of Comparison (Relational) Operators,
operators for writing Assignment Operators, Logical
different arithmetic Operators, Bitwise Operators,
expressions. Membership Operators.
2c. Write a ‘Python’ 2.3 Python Operator Precedence:
program using decision2.4 Control Flow: If, IF-ELSE, for loop,
making structure for two- while loop, Break statement, Continue
way branching to solve statement.
the given problem.
2d. Write a ‘Python’
program using decision
making structure for
multi-way branching to
solve the given problem.
Unit– III 3a. Write a ‘Python’ 3.1 Python Lists: Accessing values in
Data code using Lists, Tuples, list, deleting values in list , updating
Structures Sets and Dictionaries. and lists.
3b. Perform Different 3.2 Basic List Operations: Indexing,
operations on Lists, Slicing.
Tuples, Sets and 3.3 Built-in List Functions and
Dictionaries. Methods: cmp, len, max, min, list
3c. Use built in function etc
in Python for Lists, 3.4 Tuples: Accessing values in Tuples,
Tuples, Sets, and deleting values in Tuples and
Dictionaries. updating Tuples. Basic Tuple
operations.
3.5 Sets: Accessing values in Set,
deleting values in Set and updating
Set. Basic Set operations.
3.6 Dictionaries: Accessing values in
Dictionary, deleting values in
Dictionary and updating Dictionary.
Basic Dictionary operations.
Unit-IV 4a. Use the given Library 4.1 Introduction.
Function function. 4.2 Function Arguments: Default
4b. Develop relevant arguments, Variable length
user defined functions for arguments.
the given problem. 4.3 Anonymous functions.
4.4 Return Statement.

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Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
4c. Write ‘Python’ codes 4.5 Scope of Variables: Global variable
to pass the given function and Local Variable.
parameters. 4.6 Modules: Import statement.
4.7 Python Variable: Namespace and
Scoping.
4.8 Python Packages.
Unit –V 5a. Write Python code 5.1 Opening file in different modes.
File Handling for reading and writing 5.2 Accessing file contents using
the given data from/into standard library functions.
the files. 5.3 Closing a file.
Unit-VI 6a. Create classes and 6.1 Creating Classes.
Object objects to solve the given 6.2 Creating Objects.
Oriented problem. 6.3 Method Overloading and Overriding.
Programming 6b. Develop Python code 6.4 Data Hiding.
in Python using data hiding. 6.5 Data abstraction.
6c. Develop Python code
using data abstraction.
Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve
the ‘Application Level’ of Bloom’s ‘Cognitive Domain Taxonomy’

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9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN

Uni Unit Title Teaching Distribution of Theory Marks

t Hours R U A Total
No. Level Level Level Marks
IIntroduction 04 02 02 04 08
IITypes, Operators and Expression 06 02 04 04 10
IIIData Structures 10 02 02 08 12
IV Function 12 02 02 10 14
V File Handling 10 02 04 08 14
VI Object Oriented Programming in 06 02 02 08 12
Python
Total 48 12 16 42 70
Legends: R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy)
Note: This specification table provides general guidelines to assist student for their learning
and to teachers to teach and assess students with respect to attainment of UOs. The actual
distribution of marks at different taxonomy levels (of R, U and A) in the question paper may
vary from above table.

10. SUGGESTED STUDENT ACTIVITIES

Other than the classroom and laboratory learning, following are the suggested student-related
co-curricular activities which can be undertaken to accelerate the attainment of the various
outcomes in this course:
a. Prepare journal of practicals.
b. Undertake micro-projects.

10. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the
various learning outcomes in this course:
a. Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
b. ‘L’ in item No. 4 does not mean only the traditional lecture method, but different types of
teaching methods and media that are to be employed to develop the outcomes.
c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to
be given to the students for self-directed learning and assess the development of the COs
through classroom presentations (see implementation guideline for details).
d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for
co-curricular activities.
e. Guide student(s) in undertaking micro-projects.
f. Demonstrate students thoroughly before they start doing the practice.
g. Encourage students to refer different websites to have deeper understanding of the subject.
h. Observe continuously and monitor the performance of students in Lab.

10. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undertaken by a student assigned to him/her in the
beginning of the semester. S/he ought to submit it by the end of the semester to develop the
industry oriented COs. Each micro-project should encompass two or more COs which are in
fact, an integration of PrOs, UOs and ADOs. The micro-project could be industry application
based, internet-based, workshop-based, laboratory-based or field-based. Each student will have
to maintain dated work diary consisting of individual contribution in the project work and give

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a seminar presentation of it before submission. The total duration of the micro-project should
not be less than 16 (sixteen) student engagement hours during the course.

In the first four semesters, the micro-project could be group-based. However, in higher
semesters, it should be individually undertaken to build up the skill and confidence in every
student to become problem solver so that s/he contributes to the projects of the industry. A
suggestive list is given here. Similar micro-projects could be added by the concerned faculty:
a. Create an English dictionary which is able to perform following function.
i) Add a word its meaning.
ii) Delete a word its meaning.
iii) Update word or its meaning.
iv) Print list of word and its meaning.
b. To create simple calculator using classes and objects.
c. Develop student management system which will able to i) Add ii) Delete iii) Update
iv)Display student related information like Roll No, Name, Age, Address, Email-Id,
Contact Number etc.
d. Any other micro-projects suggested by subject faculty on similar line.
(Use functions, Classes, Objects and other features of ‘Python’ to develop above listed
applications)

10. SUGGESTED LEARNING RESOURCES

S.
Title of Book Author Publication
No.
1 Python Programing K. Nageswara Rao, Scitech Publications (India) Pvt. Ltd.
Shaikh Akbar
2 Learning Python Mark Lutz 5th Edition, O’Reilly Publication
3 Python Essential David Beazley 4th Edition, Addison-Wesley
Reference Professional

10. SOFTWARE/LEARNING WEBSITES

a. https://www.tutorialspoint.com/python/index.htm
b. nptel.ac.in/courses/117106113/34
c. https://www.w3schools.com/python/default.asp
d. https://www.programiz.com/python-programming
e. http://spoken-tutorial.org/

10. COURSE CURRICULUM DEVELOPMENT COMMITTEE

MSBTE Resource Persons

S. Name and Designation Institute Contact No. E-mail

No.
1 Mr. Vaibhav D. Dhore VJTI, Mumbai 8600287165 vddhore@gmail.com

NITTTR Bhopal Resource Persons

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S.
Name and Designation Department Contact No. Email
No.
Computer
Dr. R. K. Kapoor, (0755)2661600-03, rkkapoor@nitttrb
1 Engineering and
Associate Professor Ext.392 pl.ac.in
Applications
Computer
Dr. M. A. Rizvi, (0755)2661600-03, marizvi@nitttrbp
2 Engineering and
Associate Professor Ext.394 l.ac.in
Applications

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