Se Harsh

JAIPUR ENGINEERING COLLEGE AND RESEARCH CENTRE
JECRC Campus, Shri Ram Ki Nangal, Via-Vatika, Jaipur
LAB MANUAL
Lab Name : Software Engineering Lab
Lab Code : 3AID4 - 23
Branch : AI&DS
Year/Sem : 2rd Year/III
Session : 2024-25
Department of Artificial intelligence and data science

Jaipur Engineering College and Research Centre, Jaipur

(Affiliated to RTU, Kota)
INDEX
S. No. Contents Page

No.
1 Vision and Mission of the Institute iv
2 Vision and Mission of the Department v
3 Program Educational Objectives (PEOs) vi
4 Program Outcomes (POs) vii
5 PSO of the Department (PSOs) viii
6 RTU Syllabus with List of Experiments ix-x
7 Course Outcomes (COs) xi-xii
8 CO/PO-PSO mapping xiii
9 Introduction about Lab &its Applications xiv
10 Instructions Sheet xv
Experiment List (As per RTU, Kota Syllabus)
Perform the development of SRS (Software Requirements
Experiment 1 Specification) for various systems e.g. Library Management System,
Hostel Management System and College Management System.
Experiment 2 Perform function oriented designing / development using SA/SD

(Structured Analysis / Structured Design) and object oriented design
using UML(Unified Modelling Language).
Experiment 3 Perform test case design and implementation by using Java.
Design and implement software develop life cycle by using case tools
Experiment 4
e.g. Configuration Management Tools and Program Analysis Tools.
Develop Software Requirements Specification for a problem given in

Experiment 5
IEEE template.
Perform the development of DFD (Data Flow Diagram) model for

level-0, level-1 and data dictionary of the project (Library Management
Experiment 6
System, Hostel Management System, and College Management
System).
Experiment 8 Developed all Structure UML diagram of the given project (Library
Management System, Hostel Management System, and College
Management System).
Experiment 9 Develop behaviour UML diagram of the project (Library Management

System, Hostel Management System, and College Management
System.
Experiment 10 Perform software engineering process and manage files by using

ProjectLibre project management software tool (open source).
Content Beyond Syllabus

Agile Methodology: Agile Software Development Model & Process
1 in Testing?
Vision of the Institute

To become a renowned centre of outcome based learning and work toward academic,
professional, cultural and social enrichment of the lives of individuals and communities.
Mission of the Institute
M1: Focus on evaluation of learning outcomes and motivate students to inculcate research
aptitude by project based learning.
M2: Identify, based on informed perception of Indian, regional and global needs, areas of
focus and provide platform to gain knowledge and solutions.
M3: Offer opportunities for interaction between academia and industry.
M4: Develop human potential to its fullest extent so that intellectually capable and
imaginatively gifted leaders can emerge in a range of professions.
4
Vision of AI&DS Department

To prepare students in the field of Artificial Intelligence and Data Science for competing
with the global perspective through outcome based education, research and innovation.
Mission of AI&DS Department

1. To impart outcome based education in the area of AI&DS.
2. To provide platform to the experts from institutions and industry of repute to transfer
the knowledge to students for providing competitive and sustainable solutions.
3. To provide platform for innovation and research.
COURSE OUTCOMES
5
CO-1 Understand use of various Case tools in SDLC and develop software requirements
specification documents for a given problem
CO-2 Understand various components of the DFD model and develop the DFD model and
structural design of the given project.
CO-3 Develop all Structural and behavioral UML diagrams of the given project.
C0-4 Implement various functionalities like Manage file, using ProjectLibre project
management software tool.
PROGRAM OUTCOMES
1. Engineering knowledge: Apply the knowledge of mathematics, science,
engineering fundamentals, and Computer Science & Engineering
specialization to the solution of complex Computer Science & Engineering
problems.
2. Problem analysis: Identify, formulate, research literature, and analyze
complex computer Science & Engineering problems reaching substantiated
conclusions using first principles of mathematics, natural sciences, and
engineering sciences.
3. Design/development of solutions: Design solutions for complex Computer
Science& 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.
4. Conduct investigations of complex problems: Use research-based
knowledge and research methods including design of Computer Science &
Engineering experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques,
resources, and modern Computer Science& Engineering and IT tools
including prediction and modeling to complex computer science engineering
activities with an understanding of the limitations.
6. The engineer and society: Apply reasoning informed by the contextual
knowledge to assess societal, health, safety, legal and cultural issues and the
consequent responsibilities relevant to the professional Computer Science &
Engineering practice.
6
7. Environment and sustainability: Understand the impact of the professional

Computer Science & Engineering solutions in societal and environmental
contexts, and demonstrate the knowledge of, and need for sustainable
development.
8. Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of the Computer Science & Engineering practice.
9. Individual and team work: Function effectively as an individual, and as a
member or leader in diverse teams, and in multidisciplinary settings in
Computer Science & Engineering.
10. Communication: Communicate effectively on complex Computer Science &
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.
11. Project management and finance: Demonstrate knowledge and
understanding of the Computer Science & 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.
12. Life-long learning: Recognize the need for, and have the preparation and
ability to engage in independent and life-long learning in the broadest context
of Computer Science& Engineering change.
7
RTU Syllabus with List of Experiments

Software Engineering Lab - Code: 3AID4 - 23
Class: 3th Sem. B. Tech. 2rd year Evaluation

Branch: AI&DS Examination Time=Three (3)
Credits: -3 Hours Max. Marks : 100
Schedule per week: 3 Hrs (Practical)
S. No. NAME OF EXPERIMENT

Perform the development of SRS (Software Requirements Specification) for various
1
systems e.g. Library Management System, Hostel Management System and College
Management System.
Perform function oriented designing / development using SA/SD (Structured Analysis /

2
Structured Design) and object oriented design using UML(Unified Modelling Language).
Perform test case design and implementation by using Java.
3
Design and implement software develop life cycle by using case tools e.g. Configuration
4
Management Tools and Program Analysis Tools.
Develop Software Requirements Specification for a problem given in IEEE template.

5
6 Perform the development of DFD (Data Flow Diagram) model for level-0, level-1 and
data dictionary of the project (Library Management System, Hostel Management System,
and College Management System).
7 Developed all Structure UML diagram of the given project (Library Management System,
Hostel Management System, and College Management System).
8 Develop behaviour UML diagram of the project (Library Management System, Hostel
Management System, and College Management System.
8
Perform software engineering process and manage files by using ProjectLibre project
9
management software tool (open source).
Perform the development of SRS (Software Requirements Specification) for various

10
systems e.g. Library Management System, Hostel Management System and College
Management System.
Perform the following experiment

using Virtual Lab http://vlabs.iitb.ac.in/vlabs-dev/labs/mit_bootcamp/sw_engg/labs/exp1/
simulati on/index.html
1 Development of requirements specification, function oriented design using SA/SD,

object-oriented design using UML, test case design, implementation using Java and
testing. Use of appropriate CASE tools and other tools such as configuration management
tools, program analysis tools in the software life cycle.
Perform the following experiment using Virtual Lab http://vlabs.iitkgp.ernet.in/se/ ,

http://vlabs.iitb.ac.in/vlab/labscse.html
2 Develop Software Requirements Specification (SRS) for a given problem in IEEE template.
3 Develop DFD model (level-0, level-1 DFD and Data dictionary) of the project.
9
Course Outcomes
Mapping of Experiments with Cos & BT Level
S. Contents
COs BT*
No.
1 Perform the development of SRS (Software Requirements Specification) for

various systems e.g. Library Management System, Hostel Management System
1 2
and College Management System.
2 Perform function oriented designing / development using SA/SD (Structured

Analysis / Structured Design) and object oriented design using UML(Unified 1 2
Modelling Language).
Perform test case design and implementation by using Java. 1 3
3
Design and implement software develop life cycle by using case tools e.g.
4 1 3
Configuration Management Tools and Program Analysis Tools.
5 Develop Software Requirements Specification for a problem given in IEEE

template. 1 6
6 Perform the development of DFD (Data Flow Diagram) model for level-0, level-
1 and data dictionary of the project (Library Management System, Hostel 2
Management System, and College Management System). 6
Developed all Structure UML diagram of the given project (Library Management 3 6
7
System, Hostel Management System, and College Management System).
Develop behaviour UML diagram of the project (Library Management System,
8 3
Hostel Management System, and College Management System. 6
Perform software engineering process and manage files by using ProjectLibre 3 5

9
project management software tool (open source).
10
Perform the development of SRS (Software Requirements Specification) for

10 1
various systems e.g. Library Management System, Hostel Management System 4
Perform the following experiment
using Virtual Lab
http://vlabs.iitb.ac.in/vlabs-dev/labs/mit_bootcamp/sw_engg/labs/exp1/s
imulation/index.html
1 Development of requirements specification, function oriented design using
SA/SD, object-oriented design using UML, test case design, implementation
using Java and testing. Use of appropriate CASE tools and other tools such as 4
configuration management tools, program analysis tools in the software life
2, 3
cycle.
Perform the following experiment using Virtual Lab http://vlabs.iitkgp.ernet.in/se/ ,

http://vlabs.iitb.ac.in/vlab/labscse.html
2 Develop Software Requirements Specification (SRS) for a given problem in 1 2

IEEE template.
3
3 Develop DFD model (level-0, level-1 DFD and Data dictionary) of the project. 6
Content Beyond Syllabus
2 Agile Methodology: Agile Software Development Model & Process in Testing? 4 2
* BT - Bloom's Taxonomy
Mapping of Course Outcomes & POs/PSOs
11
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CO-1 3 2 3 2 3 - - - - - 1 1 2 2
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12
CO-3 2 2 1 2 1 - 1 1 - 2 1 2 2 3
INTRODUCTION ABOUT LABORATORY&

APPLICATIONS
INSTRUCTIONS SHEET
We need your full support and cooperation for smooth functioning of the lab.
DO’s
1. Please switch off the Mobile/Cell phone before entering in the lab.
2. Enter in the Lab with complete preparation for programming.
3. Check whether all peripheral are available eats your desktop
before proceeding for the program.
4. Intimate the lab in charge whenever you are in compatible in
using the system or in case software get corrupted/infected by
virus.
5. Arrange all the devices / peripheral and seats before leaving the lab.
6. Properly shut down the system before leaving the lab.
7. Keep the bag outside from the lab / put bag in the given racks.
13
8. Enter in the lab on schedule time and leave at proper time after
permission.
9. Maintain the decorum of the lab.
10. Utilize lab hours in the corresponding experiment.
11. Get your external storage device checked by lab in-charge before using it
in the lab.
Don’ts
1. No one is allowed to bring storage devices like external hard disk in the
lab without permission.
2. Don’t mishandle the system.
3. Don’t leave the system on standing for long time (more than 15 min.)
4. Don’t bring any external material in the lab.
5. Don’t make noise in the lab.
6. Don’t bring the mobile in the lab. If extremely necessary then keep
ringers off.
7. Don’t enter in the lab without permission of lab in-charge.
8. Don’t litter in the lab.
9. Don’t delete or make any modification in system files.
10. Don’t carry any lab equipments outside the lab.
11. Don’t eat and drink inside the lab.
12. Avoid stepping on electric wires or any other computer cables.
BEFORE ENTERING IN THE LAB

1. All the students are supposed to prepare the theory regarding the next experiment.
2. Students are supposed to bring the practical file and the lab copy.
3. Previous practical should be written in the practical file.
4. Any student not following these instructions will be denied entry in the lab.
14
WHILE WORKING IN THE LAB

1. Adhere to experimental schedule as instructed by the lab in-charge.
2. Get the previously executed experiment signed by the instructor.
3. Get the output of the current experiment checked by the instructor in the lab copy.
4. Take responsibility of valuable accessories.
5. If anyone is caught carrying any equipment of the lab outside without
permission, they will face strict disciplinary action.
15
Experiment no 1
AIM - Perform the development of SRS (Software Requirements Specification) for

various systems e.g. Library Management System, Hostel Management System
Learn Constitution in simple manner
1. Document Purpose
The purpose of this Software Requirements Specification (SRS) document is to provide a

comprehensive description of the "Learn Constitution in Simple Manner" website. This
document outlines the software requirements necessary for developing a web-based platform that
educates users about the Constitution in an engaging and straightforward manner. It is designed
for developers, project managers, and stakeholders involved in the project. The document aims to
ensure a shared understanding of the system requirements, which will guide the design,
implementation, and testing phases.
2. Product Scope
The "Learn Constitution in Simple Manner" website aims to serve as an educational resource,
utilizing flowcharts and animated images to facilitate learning about the Constitution. The
primary goal is to make complex legal concepts accessible to all users, enhancing their
understanding and appreciation of the Constitution. Key benefits include user-friendly
navigation, interactive content, and a visually appealing interface. The website will cater to a
diverse audience, including students, educators, and anyone interested in constitutional
knowledge.
3. Intended Audience and Document Overview
This SRS is intended for multiple audiences:
 Developers: To understand system architecture and requirements for implementation.
 Project Managers: To oversee project progress and ensure timely delivery.
 Testers: To develop test cases and validate system functionality.
 End Users: To understand the features and benefits of the website.
The document is organized into sections that cover overall descriptions, specific
requirements, and non-functional requirements. It is recommended that readers begin with the
overview sections before delving into the more detailed specifications.
4. Definitions, Acronyms, and Abbreviations
 SRS: Software Requirements Specification
 UI: User Interface
 HTML: Hypertext Markup Language
 CSS: Cascading Style Sheets
 JavaScript: A programming language used for web development.
The document is organized as follows:

• Section 1: Introduction
• Section 2: Overall Description
• Section 3: Specific Requirements
• Section 4: Non-Functional Requirements
5. References and Acknowledgments
 IEEE SRS Standard

 W3C Web Design Guidelines
 MDN Web Docs
2. OVERALL DESCRIPTION
1. Product Perspective
The "Learn Constitution in Simple Manner" website is a new, self-contained product aimed at
providing educational resources about the Constitution. It does not serve as a replacement for
existing systems but rather complements traditional educational resources by offering
interactive content. The website will interact with various external systems, such as online
databases for educational resources, and will feature a responsive design to ensure compatibility
with different devices.
Diagram: High-Level System Architecture
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| User Interface |
| (Web Browser) |
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v
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| Web Server |
| (Node.js/Express) |
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|
v
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| Database |
| (MongoDB/MySQL) |
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2. Product Functionality
The website will include the following major functionalities:
 User Registration and Login: Users can create accounts and log in to track their progress.
 Interactive Lessons: Engaging lessons utilizing flowcharts and animations
to explainconstitutional concepts.
 Search Functionality: Users can search for specific topics or terms within the content.
 Assessment and Quizzes: Users can take quizzes to test their knowledge after
completinglessons.
 Feedback and Rating System: Users can provide feedback on lessons and rate their
learningexperience.
3. Users and Characteristics
The anticipated users of the website include:
 Students: Primary users seeking to learn about the Constitution.

 Educators: Teachers and instructors using the website as a teaching resource.
General Public: Individuals interested in enhancing their understanding of constitutional
principles
User Characteristics:
 Students: Ages 12-25, varying levels of knowledge about the Constitution.

 Educators: Experienced in teaching, looking for resources to aid their instruction.
 General Public: Varied backgrounds and levels of education.
4. Operating Environment
The website will operate in a web-based environment, requiring:
 Hardware: Standard personal computers or mobile devices with internet access.

 Operating System: Compatible with all major operating systems, including
Windows, macOS,iOS, and Android.
 Software: A modern web browser (e.g., Chrome, Firefox, Safari) with JavaScript enabled.
Diagram: Operating Environment
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| User Device |
| (PC/Mobile) |
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|
v
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| Internet |
| (Web Access) |
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|
v
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| Web Server |
| (Node.js/Express) |
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2.5 Design and Implementation Constraints
1. Cross-Browser Compatibility: The website must function consistently across all

major webbrowsers.
2. Mobile Responsiveness: The design should adapt to different screen sizes and orientations.
3. Database Integration: Must use a specific database technology (e.g., MongoDB) for
storing userdata and content.
4. Security Protocols: Implementation of HTTPS to secure user data.
5. Accessibility Standards: Compliance with WCAG 2.1 guidelines to ensure usability
for individualswith disabilities.
6. User Documentation
User documentation will include:
 User Manuals: Detailed guides on how to navigate and use the website.
 Online Help: Contextual help available on the website for instant assistance.
 Tutorials: Video and written tutorials on specific functionalities of the website.
7. Assumptions and Dependencies
1. Assumption of Internet Access: Users are expected to have stable internet

connections toaccess the website.
2. User Base Growth: Anticipation of increasing user registrations and traffic over time.
3. Third-Party Services: Dependence on external APIs for certain functionalities, such as quizzes.
4. Content Updates: Regular updates will be made to the website content based on user feedback.
5. User Hardware: Users will have access to devices capable of running modern web browsers.
3. SPECIFIC REQUIREMENTS
1. External Interface Requirements
1. User Interfaces
 The main interface will consist of a homepage with navigation links to various
lessons andresources.
 Each lesson will have a structured layout, featuring flowcharts and animated images,
along withtext explanations.
 Sample screen mockups will be provided to illustrate the user interface design.
2. Hardware Interfaces
 The software will run on standard web servers without requiring special hardware.
 The website will interact with user devices via standard web protocols (HTTP/HTTPS).
2. Software Interfaces
 Database: MongoDB for storing user accounts, lessons, and quizzes.
 Web Framework: Node.js with Express for handling requests and serving content.
3. Communications Interfaces
 The website will use standard communication protocols (HTTP/HTTPS) for data transfer.
 User data will be encrypted during transmission to ensure privacy and security.
4. Functional Requirements
 User Registration: Users must be able to create accounts using email and password.
 Lesson Access: Users must be able to access lessons categorized by topics.

 Quizzes: Users must be able to take quizzes related to each lesson.
5. Behavior Requirements
Use Case Diagram
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| Student | | Educator |
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| |
| |
| <Register/Login> |
| <Access Lessons> |
| <Take Quizzes> |
| <Provide Feedback> |
5. OTHER NON-FUNCTIONAL REQUIREMENTS

3. Performance Requirements
1. The website should load within 3 seconds for users with a standard internet connection.
2. The system should handle at least 500 concurrent users without performance degradation.
3. Data retrieval from the database should take no longer than 2 seconds.
4. Safety and Security Requirements
1. User data must be protected from unauthorized access and breaches.

2. All passwords should be stored securely using hashing algorithms.
3. Regular security audits must be conducted to identify and mitigate vulnerabilities.
5. Software Quality Attributes
A Reliability
6. The system should have an uptime of 99.5%, ensuring users can access content
wheneverneeded.
B Usability
7. The website should be intuitive, requiring no more than two clicks to access any lesson.
C Maintainability
8. The code should be well-documented, allowing future developers to easily

understand andupdate it.
D Adaptability
The system should be designed to easily integrate new lessons and features
based on userfeedback.
E Performance
The website should remain responsive even when serving high traffic volumes, ensuring a smooth user
experience
Experiment No. 2
AIM - Perform function-oriented designing/development using SA/SD
(Structured Analysis/Structured Design) and object-oriented design using
UML (Unified ModellingLanguage).
Problem Analysis
Definition: The process of understanding the real-world problems and user needs related to
learning the constitution and proposing abstract solutions to make it simpler.
Goal:
 Gain a better understanding, before development begins, of how to present

constitutional concepts in a simplified manner.
 Avoid jumping to conclusions by identifying the core challenges faced by learners.
 Identify the sources of information for system analysis.
Five Steps to Perform Problem Analysis
Step 1: Gain agreement on the problem definition
 Write a simple and clear definition of the problem, such as "Users find the
constitution difficult to understand due to complex language and concepts."
 Establish an order of importance for all features of the system (e.g., clarity,
engagement, accessibility).
 Reach an agreement with all stakeholders, including educators and students.
 Resolve conflicts through discussion and negotiation.
Step 2: Identify the root causes of the problem

 Ensure that the identified problem is indeed the real problem.

 Recognize that the complexity of legal language may hide more fundamental issues
of accessibility and engagement.
 Addressing the wrong problem may lead to ineffective solutions.
 Engage knowledgeable educators and legal experts to explore causes:
o Some complexities might be addressed through better teaching methods.
o Other issues may require multimedia solutions (videos, infographics).
Step 3: Identify stakeholders and users
 Stakeholder: Anyone affected by the new learning system or providing input in

its development.
 Key stakeholders may include:
o Students: The primary users who need to understand the constitution.
o Educators: Those who will facilitate learning.
o Legal experts: To ensure accurate information.
o Parents: Concerned with educational quality.

o Education regulators: Imposing standards and requirements.
Step 3.1 Supporting Plans
 3.1 Human Resource Plan
 Identify team members involved in the project, detailing roles such as:
o Content Developers: Design user-friendly chat flows and responses.
o Designers: Develop the interface for the chatbot and payment integration.
o IT/Technical Team: Handle backend setup, payment gateway integration, and
system testing.
o Parents: Concerned with educational quality.

o Education regulators: Imposing standards and requirements.
Step 4: Define the system boundary
 The system must interact with its environment, including digital platforms
and classrooms.
 The system boundary includes:
o The educational platform itself (website/app) and its functionalities.
o External resources like videos, articles, and interactive quizzes.
 Actors:
o Users (students) who will engage with the content.
o Educators who will guide learning.
Step 5: Identify the constraints on the system
 Constraints: Restrictions that limit the solution’s design, such as budget, time,
and technological limitations.
 Identify constraints like:
o Limited funding for resources.
o Time constraints for project delivery.
o Accessibility requirements for diverse learners.
Summary
 Achieve a clear understanding of the problem and its causes.
 Identify stakeholders whose input will shape the learning system.
 Define the system boundary and its interfaces.
 Understand the constraints imposed on the project.
Project Planning
Project planning and management is essential for the success of the "Learn Constitution in
Simple Manner" project. This project will involve planning, organizing, and managing resources
effectively to achieve its educational goals.
Objectives
 Gain a deeper understanding of project management principles.
 Learn to prepare a comprehensive project plan tailored to educational content.
 Identify and manage project risks effectively.
Planning Approach for Future Projects

Step 1: Project Goals
 The project is successful when the learning needs of students are met. Key
stakeholders include:
o The project sponsor (educational institution).
o Students who will utilize the learning materials.
o Educators who will deliver the content.
Conduct stakeholder interviews to uncover true learning needs, prioritizing them based on their
impact on the project’s objectives. Apply the SMART principle to define measurable goals,
such as:
 Develop user-friendly content that simplifies constitutional concepts.

 Create engaging multimedia resources to enhance understanding.
Step 2: Project Deliverables
 Define deliverables based on the established goals, such as:

o An interactive website with simplified content.
o Video tutorials explaining key constitutional concepts.
o Quizzes and assessments to reinforce learning.
 Specify estimated delivery dates for each item.
Step 3: Project Schedule
 Create a detailed list of tasks required for each deliverable, identifying:

o The effort required (hours/days) for completion.
o The resources responsible for each task.
Use project management tools to visualize the schedule, ensuring realistic timelines
and deadlines.
Step 4: Supporting Plans
Step 4.1: Human Resource Plan
 Identify team members involved in the project, detailing their roles and
responsibilities, such as:
o Content developers: Create simplified constitutional materials.
o Designers: Develop the website/app interface.
o Educators: Provide input on educational effectiveness.
Step 4.2: Communications Plan
 Establish a communication plan detailing who needs updates about the project and how
they will receive information (e.g., weekly progress reports, meetings)
Step 4.3: Risk Management Plan
 Identify potential risks and develop strategies to mitigate them, such as:
o Time constraints due to tight deadlines.
o Insufficient stakeholder engagement leading to misaligned content.
o Changes in educational regulations affecting content approval.
Risk Management Process:
 Risk identification: List potential project, product, and business risks.

 Risk analysis: Assess the likelihood and impact of each risk.
 Risk planning: Develop strategies to minimize risks.
 Risk monitoring: Regularly review and update the risk log throughout the
project lifecycle.
Examples of Common Project Risks:

 Time and cost estimates are overly optimistic.

 Delays in content approval from stakeholders.
 Unclear educational requirements or objectives.
Communication breakdowns among team
members.
Experiment No. 3
AIM - Perform Test Case Design and Implementation using Java
Test Case Design

Test case design refers to how you set up your test cases. Well-designed tests help identify bugs
and defects in your software during testing.
How to Create a Test Case
Every test case can be broken down into 8 basic steps:
1. Test Case ID
2. Test Description
3. Assumptions and Pre-Conditions
4. Test Data
5. Steps to be Executed
6. Expected Result
7. Actual Result and Post-Conditions
8. Pass/Fail
Project Name: Learn Constitution in Simple Manner
Field Details
Test Case ID LC_01
Test Priority High
Module Name Homepage
Test Title Verify navigation to flowcharts section
Test that users can successfully navigate to the flowcharts section from the
Description
homepage
Test Designed [Your Name]

by
Test Designed [Current Date]
date
Test Executed [Your Name]
by
Test Execution [Execution Date]
date
The user must be on the homepage of the "Learn Constitution in Simple
Pre-conditions
Manner" website. The flowcharts section must exist on the page.
Dependencies Website is fully functional and flowchart data is loaded.
Test Steps:
Step No. Test Steps Test Data

1 Navigate to the website homepage -
2 Verify the presence of a flowchart link/button -
3 Click the flowchart link/button -
Expected Result:
The user should be able to navigate to the flowcharts section successfully, and the
flowcharts should be loaded and visible.
Actual Result:
[This section is filled in after testing]
Post-conditions:
Condition No. Post-Condition

1 The user has successfully navigated to the flowcharts section.

2 The flowcharts are displayed and visible to the user.
3 No session data is altered or created as a result of the navigation.
Status (Pass/Fail):
[This section is filled in after testing]
Notes:
[Any observations or additional information]

Experiment No.4
AIM – Design and implement software develop life cycle by using tools e.g.
Configuration Management Tools and Program Analysis
The development models are the various processes or methodologies that are being
selected for the developmentof the project depending on the project’s aims and goals.
There are manydevelopment life cycle models that have been developed in order to
achieve different required objectives. The models specify the various stages of the
process and the order in which they are carried out.
The selection of model has very high impact on the testing that is carried out. It
will define the what, where and when of our planned testing, influence regression
testing and largelydetermines which test techniques to use.
There are various Softwaredevelopment models or methodologies.
They are as follows:
1. Software Development Life Cycle
2. Waterfall model
3. V model
4. Spiral model
5. Prototype model
Software Development Life Cycle
1.1) Requirement Gathering -
1. Stakeholder Identification
o Target Users: Students, educators, legal professionals, and general

public interestedin constitutional law.
2. Interviews and Discussions
o Potential Questions:
 What Requirement specifictopics within the Constitution

are most relevantto you?
 What features do you find helpful in an educational website?
 How often do you seek online resources for learning?
3. Surveys
o Format: Online survey to reach a broader audience.
o Sample Questions:
 Which sections of the Constitution do you find difficult to understand?
 What types of content would you prefer (text, videos, quizzes)?
 How would you rate your current knowledgeof the Constitution?
4. Competitor Analysis
o Identify Competitors: Look at similar educational websites.
o Analysis Focus:
 Content organization and clarity.
 User engagement features (quizzes, discussions).

 Aesthetic and functional design.
5. Content
Requirements
o Topics to Cover:
 Overview of the Constitution
 Fundamental Rights and Duties
 Key Articles and Amendments
 Historical context and significance
o Content Formats: Text articles, infographics, videos, and interactive quizzes.
6. Technical Requirements
o Technologies Used: HTML, CSS, JavaScript.
o Potential Libraries/Frameworks: Consider using

frameworks like Bootstrap forresponsive design or jQuery for
interactive elements.
7. Accessibility and Usability Needs
o Accessibility Standards: Ensure compliance with WCAG for userswith disabilities.
o User Interface Design: Simple and intuitive navigationfor ease of access.
1.2) Requirement Analysis

1. Functional Requirements
o Content Display:
 A structured layout for displaying articles and

resources about theConstitution.
o Search Functionality:
 Users should be able to search for specific topics or keywords.
o Quizzes and Interactive Learning:

 Include quizzes to test users' understanding of the material.
o User Registration/Login (optional):
 Allow users to create accounts to save their progress and preferences.
2. Non-Functional Requirements
o Performance:
 The website should load within 2 seconds on standard internet connections.
o Scalability:
 Plan for potential growth in content and users without

degradingperformance.
o Responsiveness:
 Ensure compatibility with various devices (desktops, tablets, smartphones).
o Security:
 Implement basic security measures, especially if user data is collected

3. User Interface Requirements
o Design Elements:
 Clean layout with easy navigation menus.
 Use a color scheme that reflects Indianculture (e.g., saffron, green, white).
o Visual Hierarchy:
 Important sections should be easily identifiablewith clear

headings andsubheadings.
4. Technical Constraints
o Browser Compatibility:
 Ensure the website functions properlyon major browsers

(Chrome, Firefox,Safari).
o Responsive Design:
 Use CSS media queries to adapt the layout for different screen sizes.
5. Compliance Requirements
o Legal Standards:
 Ensure that content adheres to copyright laws and educational guidelines.
o Privacy Policy:
 If collecting user data, develop a clear privacy policy.
2) Design – for learning the Constitution of India with a responsive layout using a
grid system. Opt for a color scheme featuring saffron, green, and white,
complemented by dark gray text for readability. Use a bold serif font for headings and
a clean sans-serif font for body text. Key pages should include a homepage with a
logo, navigation menu, and featured sections; an articles page displaying a grid of
titles and descriptions with a search bar; a detail page for individual articles with
related links; a quizzes page with available quizzes; an about page explaining the
site’s purpose; and a contact page with a form. Incorporate rounded buttons in
primary colors and high-quality images to enhance user engagement.
3) Implementation or
coding -1 oject Scope
Outline the purpose of the website, target audience, and key features (e.g.,
articles, quizzes, userinteraction).
2 Design the Architecture
Plan the structure of your website, including navigation and layout. Create
wireframes or mockups tovisualize the user interface.
3 Develop the HTML Structure
Write the HTML to create the main structure of your website,

including:Header with navigation
Main content sections (home, articles, quizzes, about,
contact)Footer
4 Style with CSS
Apply CSS to enhance the visual design. Focus on:
Color scheme and typography

Layout (using flexbox or grid for
responsiveness) Styling buttons, forms,
and
other interactiveelements
5 Add Interactivity with JavaScript

Use JavaScript to implement interactive features:
Quizzes: Capture user responsesand

provide feedback.Forms: Validate input
and handle submissions.
Dynamic content: Update the page based on user actions (e.g., showing/hiding sections).
4) Testing -
 Test the website across different browsersand devices to

ensure compatibility andresponsiveness.
 Gather feedback from potential users to identify usability issues and areas
for improvement.
5) Deployment -
1 Choose a Host: Options like GitHub Pages, Netlify, or shared hosting (e.g., Bluehost).
2 Register Domain (optional): Use a service like GoDaddy for a custom domain.
3 Prepare Files: Organize HTML, CSS, JS, and assets in one folder.
4 Upload Files:
 GitHub: Push to a repository and enable GitHub Pages.
 Netlify/Vercel: Drag and drop your folder.
 Shared Hosting: Use FTP to upload to public_html.
5 Configure Domain (if needed): Update DNS settings to point

to your host. 6 Test Website: Check if everything works at your
URL.
7 Maintain: Regularly update and monitor your site.
6) Maintenance -
1 Content Updates: Regularly add and update articles and quizzes.
2 Performance Monitoring: Use tools like Google Analytics to track

performance and optimizeloading times.
3 Security Checks: Update libraries, use HTTPS, and ensure your hosting is secure.
4 User Feedback: Gather and implement user suggestions for improvements.
5 Backup: Regularly back up website files and data.
6 Cross-Browser Testing: Ensure compatibility across different browsersand devices.

SEO Optimization: Updatekeywords and meta tags to improve search visibility.
7 Check Links: Regularly verify all links and interactive features work properly
Waterfall model
Advantages of waterfall model :
▪ This model is simple and easy to understand and use.
▪ It is easy to manage due to the rigidity of the model – each phase

has specificdeliverables and a review process.
▪ In this model phases are processed and completed one at a time. Phases do not overlap.
▪ Waterfall model works well for smaller projects where requirements

are very wellunderstood.
Disadvantages of waterfall model:
▪ Once an application is in the testing stage, it is very difficult to go

back and change something that was not well-thought out in the concept
stage.
▪ No working software is produced until late during the life cycle.
▪ High amounts of risk and uncertainty.
▪ Not a good model for complex and object-oriented projects.
▪ Poor model for long and ongoing projects.
▪ Not suitable for the projects where requirements are at a moderate to

high risk ofchanging.
When to use the waterfall model:
▪ This model is used only when the requirementsare very well known, clear and fixed.
▪ Product definition is stable.
▪ Technology is understood.
▪ There are no ambiguous requirements
▪ Ample resources with required expertiseare available freely
▪ The project is short.
Very less customer enter action is involved during the development of the
product. Once the product is ready then only it can be deployed to the end users.
Once the product is developed and if any failure occurs then the cost of fixing
such issues are very high, because we need to update everywhere from
document till the logic.
V-V Model :
V. Model means Verification and Validation model. Just like the

waterfall model, the V-Shaped life cycle is a sequential path of
executionof processes. Each phase must be
completed befo.re the next phase begins. Testing of the product is planned in parallel
with acorresponding phase of development
Diagram of V-model:
The various phases of the V- model are as follows :
Requirements:
1. Requirements Analysis
 User Requirements: Define what users will want from the site (e.g.,
information on articles,amendments, history).
 Functional Requirements:
o Home page with an overview of the Constitution.
o Sections for articles, amendments, and key figures.
o Search functionality for quick access to specific content.
o Interactive elements (quizzes, flashcards) for engagement.
 Non-Functional Requirements:
o Performance (loading times).
o Usability (easy navigation).
o Accessibility (support for all users).

High-Level Design
1. Architecture
 Type: Single-Page Application (SPA) or Multi-Page Application (MPA)
2. Components
 Header
o Logo and Navigation Menu (Home, Articles, Amendments,

History, Resources,Quizzes)
 Main Content Area
o Home: Overview of the Constitution
o Articles: List with search functionality

o Amendments: Descriptions of amendments
o History: Timeline of significant events
o Resources: Links to documents and videos
o Quizzes: Interactive quizzes
 Footer
o Copyright and social media link
3. Functionality
 Search for articles and amendments
 Interactive quizzes
4. Styling
 Responsivedesign and a cohesive color scheme
5. Data Management
 Static data in JSON or JavaScript objects (or dynamic data with a backend if needed)
Technologies
 Frontend: HTML, CSS, JavaScript
 Libraries: Optional (e.g., jQuery, Bootstrap)
 Version Control: Git
Low Level Design

1. Architecture
2. HTML (index.html)
 Header: Logo and navigation menu.
 Main Sections: Home, Articles, Amendments, History, Resources, Quizzes.
 Footer: Copyright info.
3. CSS (styles.css)
 Basic styling for body, header, navigation, sections, and footer.
4. JavaScript (script.js)
 Load Articles: Fetches anddisplays articles from articles.json.
 Load Amendments: Fetches and displays amendments from amendments.json.
5. Data Structures
 articles.json: Contains article titles and content.
 amendments.json: Contains amendment titles and content.
 Implementation or coding -
 1. object Scope
 Outline the purpose of the website, target audience, and key features (e.g.,
articles, quizzes,user interaction).
 2. Design the Architecture
 Plan the structure of your website, including navigation and layout. Create
wireframes ormockups to visualize the user interface.
 3. Develop the HTML Structure
 Write the HTML to create the main structure of your website, including:
 Header with navigation

 Main content sections (home, articles, quizzes, about, contact)
 Footer
 4 Style with CSS
 Apply CSS to enhance the visual design. Focus on:
 Color scheme and typography
 Layout (using flexbox or grid for responsiveness)
 Styling buttons, forms, and other interactive elements
 5 Add Interactivity with JavaScript
 Use JavaScript to implement interactive features:
 Quizzes: Capture user responsesand provide feedback.
 Forms: Validate input and handlesubmissions.

 Dynamic content: Update the page based on user actions (e.g., showing/hiding sections).
Implementation and coding :
Advantages of V- Vmodel:
▪ Simple and easy to use.
▪ Testing activities like planning, test designing happens well before

coding. This saves alot of time. Hence higher chance of success over the
waterfall model.
▪ Proactive defect tracking – that is defects are found at early stage.
▪ Avoids the downward flow of the defects.
▪ Works well for small projects where requirements are easily understood.
Disadvantages of V-model:
▪ Very rigid and least flexible.
▪ Software is developed during the implementation phase, so no

early prototypes of thesoftware are produced.
▪ If any changes happen in midway, then the test documentsalong with
requirementdocuments has to be updated.
When to use the V-model:
▪ The V-shaped model should be used for small to medium sized projects where
requirementsare clearly defined and fixed.▪ The V-Shaped model should be

chosen when ampletechnical resources are available
with needed technical expertise.
High confidence of customer is required for choosing the V-Shaped model

approach. Since,no prototypes are produced, there is a very high risk involved
in meeting customer
expectations.
Spiral Model :
1. Planning
 Identify Objectives: Define the purpose of the website (educational

resource about theConstitution of India).
 Gather Requirements: Collect user needs (e.g., articles, amendments, quizzes).
2. Risk Analysis
 Assess Risks: Identify potential risks (e.g., content accuracy, user engagement).
 Mitigation Strategies: Plan how to address these risks (e.g., peer reviews, user feedback).
3. Development & Prototyping
 Initial Prototype: Create a basic version with key sections:
o HTML Structure: Basic layout (header, main sections, footer).
o CSS Styling: Basic styles for visual appeal.
o JavaScript Functionality: Dynamic loading of articles and amendments.
4. Testing & Evaluation
 User Testing: Gather feedback on the prototype from potential users.
 Functionality Testing: Test links, content loading, and responsiveness.
5. Refinement
 Incorporate Feedback: Make changes based on user input and testing results.
 Enhancements: Add features like quizzes or a search function.
6. Repeat Cycles
 Iterate: Continue to develop the website through multiple cycles of planning,

risk analysis,development, testing, and refinement until the final product
meets user needs and expectations.
Final Product
 Deployment: Once refined, deploy the website for public access.
 Maintenance: Plan for regular updates and user support.
Advantages of Spiral Model :

° High amount of risk analysis hence , avoidance of Risk is enhanced,
▪ Good for large and mission-critical projects.
▪ Strong approvaland documentation control.
▪ Additional Functionality can be added at a later date.
▪ Software is producedearly in the software life cycle.
Disadvantages of Spiral model:
▪ Can be a costly model to use.
▪ Risk analysisrequires highly specific expertise.
▪ Project’s success is highly dependent on the risk analysis phase.
▪ Doesn’t work well for

smaller projects.When to use
Spiral model:
▪ When costs and risk evaluation is important
▪ For medium to high-risk projects
▪ Long-term project commitment unwise because of potential

changes to economicpriorities
▪ Users are unsure of their needs
▪ Requirementsare complex
▪ New product line
▪ Significant changes are expected (research and exploration)
Prototype Model :
The basic idea here is that instead of freezing the requirements before a design or
coding can proceed, a throwaway prototype is built to understand the
requirements. This prototype is
developed based on the currently known requirements. By using this prototype,
the client can get an “actual feel” of the system, since the interactions with
prototype can enable the client
to better understand the requirements of the desired system. Prototyping is an

attractive idea for complicated and large systems for which there is no manual
process or existing system to help determining the requirements. The prototype is
usually not complete systems and many of the details are in the prototype. The
goal is to provide a system with overall functionality.
Diagram of Prototype model :
Advantages of Prototype Model :
▪ Usersare actively involved in the development

▪ Since in this methodology a working model of the system is provided, the users get
abetter understanding of the system being developed
▪ Errors can be detected much earlier.
▪ Quicker user feedback is available leading to better solutions.
▪ Missing functionality can be identified easily
▪ Confusing or difficult functions can be identified
Requirements validation, Quick implementation of,

incomplete, butfunctional, application.
Disadvantages of Prototype model:
▪ Leads to implementing and then repairing way of building systems.
▪ Practically, this methodology may increase the complexity of the

system as scope of thesystem may expand beyond original plans.
▪ Incomplete application may cause application not to be used as the
full system was designed Incomplete or inadequate problem
analysis. When to use Prototype model:
▪ Prototype model should be used when the desired system needs to
have a lot ofinteraction with the end users.
▪ Typically, online systems, web interfaces have a very high amount of

interaction with end users, are best suited for Prototype model. It might
take a while for a system to be
built that allows ease of use and needs minimal training for the end user.
▪ Prototyping ensures that the end users constantly work with the system
and provide a feedback which is incorporated in the prototype to result in
a useable system. They are excellent for designing good human computer
interface systems.
Debugging :
The terms "bug" and "debugging" are popularly attributed to Admiral Grace
Hopper in the 1940s.[1] While she was working on a Mark II Computer at
Harvard University, her associates discovered a moth stuck in a relay and thereby
impeding operation, whereupon she remarked that they were "debugging" the
system.
However the term "bug" in the meaning of technical error dates back at least to 1878
and Thomas Edison (see software bug for a full discussion), and "debugging"
seems to have been used as a term in aeronautics before entering the world of
computers.
Debugging is the process of finding and resolving bugs or defects that prevent
correct operation of computer software or a system. Debugging tends to be
harder when various subsystems are tightly coupled, as changes in one may
cause bugs to emerge in another.Process of debugging :
1 Identify the Problem: Notice an issue, such as incorrect behavior, errors in
the console, orelements not displaying as intended.
2 Reproduce the Issue: Try to consistently reproduce the problem to

understand under whatconditions it occurs.
3 Analyze the Code: Review your HTML, CSS, and JavaScript to locate
potential sources of theissue. Look for syntax errors, logical errors, or incorrect
variable values.
4 Use Debugging Tools:
 Browser Developer Tools: Use tools like Chrome DevTools to inspect

elements, view consolelogs, and debug JavaScript.
 Console Log Statements: Insert console.log() statements in your code to track

variable valuesand the flow of execution.
5 Fix the Bug: Once you identify the source of the issue, make the necessary
changes in thecode.
6 Test the Solution: After applying the fix, test the website to ensure the
problem is resolvedand that no new issues have been introduced.
7 Document the Process: Keep notes on the bugs you encountered and how
you fixed them forfuture reference.
Techniques :
● Print debugging (or tracing) is the act of watching (live or recorded) trace
statements, or print statements, that indicate the flow of execution of a
process. This is sometimes called printf debugging, due to the use of the
printf function in C. This kind of debugging was turned on by the command
TRON in the original versions of the novice-oriented BASIC programming
language. TRON stood for, "Trace On." TRON caused the line
numbers of each BASIC command line to print as the program ran.● Remote debugging is the
process of debugging a program running on a system different
from the debugger. To start remote debugging, a debugger connects to a

remote system over a network. The debugger can then control the execution
of the program on the remote system and retrieve information about its state.
● Post-mortem debugging is debugging of the program after it has already
crashed. Related techniques often include various tracing techniques (for
example,) and/or analysis
of memory dump (or core dump) of the crashed process. The dump of the
process could be obtained automatically by the system (for example, when
process has terminated due
to an unhandled exception), or by a programmer-inserted instruction, or
manually by theinteractive user.
● "Wolf fence" algorithm: Edward Gauss described this simple but very
useful and now famous algorithm in a 1982 article for communications of
the ACM as follows: "There's one wolf in Alaska; how do you find it? First
build a fence down the middle of the state,
wait for the wolf to howl, determine which side of the fence it is on. Repeat process on
that side only, until you get to the point where you can see the wolf."[10]
This is implemented e.g. in the Git version control system as the command
git bisect, which uses the above algorithm to determine which commit
introduced a particular bug.
● Delta Debugging – a techniqueof automating test case simplification.
● Saff Squeeze – a technique of isolating failure within the test using

progressive inliningof parts of the failing test.
Experiment No. 5
AIM - Develop Software Requirements Specification for a problem givenin

IEEE template
PROJECT SRS IEEE TEMPLATE

1. INTRODUCTION
1. Document Purpose
This SRS outlines the functional and non-functional requirements for the "Learn Constitution in
Simple Manner" website. The platform is designed to help users understand the Constitution of
a given country using flowcharts and animated images. This document provides a clear and
structured description of the system’s scope, objectives, and user requirements.
2. Product Scope
The "Learn Constitution in Simple Manner" website aims to simplify complex legal content for
users with varying levels of understanding. By utilizing flowcharts and animations, it breaks
down complicated legal text into easy-to-follow sections. The website's objectives include:
 Making constitutional content accessible to all audiences.

 Presenting visual aids like flowcharts to improve comprehension.
 Creating an interactive and engaging learning experience.
3. Intended Audience and Document Overview
This SRS is intended for developers, testers, content creators, and project managers involved in
building the website. It contains detailed descriptions of the system's functionality, user
interfaces, constraints, and more.
 Developers will find detailed functional requirements in section 3.

 Testers can use this document to verify the system’s performance and behavior.
 Content creators will use the scope and functionality descriptions to develop
interactivecontent.
4. Definitions, Acronyms, and Abbreviations
 UI: User Interface

 UX: User Experience
SRS: Software Requirements Specification

 OS: Operating System
 HTML: Hypertext Markup Language
5. References and Acknowledgments
 IEEE SRS standard: Link to IEEE SRS Standards

 Web accessibility standards: Web Content Accessibility Guidelines (WCAG)
2. OVERALL DESCRIPTION
1. Product Perspective
The "Learn Constitution in Simple Manner" platform is a standalone web-based educational tool.
It will provide users with visual representations of constitutional content. Below is a diagram
showing the basic interaction between the system, users, and external content delivery systems
(e.g., cloud-based storage):
[Insert a simple diagram showing the web platform, users, and content storage interaction]
2. Product Functionality
 Users can navigate through various sections of the Constitution.

 Visual aids such as flowcharts and animations are presented alongside text.
 Search functionality allows users to find specific terms or sections.
 The platform offers quizzes and assessments to check user understanding.
 Users can bookmark sections for future reference.
3. Users and Characteristics
 Students: Frequent users who will rely on the content for learning purposes.
 Educators: Teachers using the platform to explain constitutional principles.
 General Public: Occasional users who want to learn about specific constitutional topics.
 Researchers: Users who require deep insights and references for their work.
4. Operating Environment
The platform will be compatible with all major web browsers (Chrome, Firefox, Safari) and
operating systems (Windows, macOS, Linux). It will run on web servers and interact with
cloud services for storing educational materials.
5. Design and Implementation Constraints

1. Browser compatibility with HTML5, CSS3, and JavaScript.

2. Mobile responsiveness for users accessing via smartphones.
3. Cloud storage services for hosting large content like animated images.
4. Compliance with accessibility standards (WCAG).
5. Limited backend complexity due to primarily front-end functionality.
6. User Documentation
The platform will come with:
 User manual detailing how to navigate and use the platform.

 An online help section that provides step-by-step guidance.
 Tutorials explaining how to interact with flowcharts and quizzes.
7. Assumptions and Dependencies
 The website assumes that users will have a stable internet connection.
 External services like cloud storage must remain available.
 The educational content will be static with occasional updates.
3. SPECIFIC REQUIREMENTS
1. External Interface Requirements
1. User Interfaces
The main user interfaces will include:
 Home page: Introduction to the website with navigation options.

 Learning page: Displays sections of the Constitution with accompanying visual aids.
 Quiz page: Users can take quizzes to assess their understanding.
 Search page: Allows users to search for specific articles or clauses.
2. Hardware Interfaces
The platform will be hosted on standard web servers and will not directly interface with
any specialized hardware except for user devices (laptops, mobile phones).
3.2 Software Interfaces
The website will be compatible with common operating systems, including Windows and
macOS. It will require interaction with cloud services for hosting animations and
flowcharts.
Communication Interfaces
The platform will use standard HTTPS protocols to ensure secure data transmission between
users and the server. Data will be encrypted, and communication standards like SSL/TLS will
be implemented.
4. OTHER NON-FUNCTIONAL REQUIREMENTS
1. Performance Requirements
1. The platform should load within 5 seconds on a 3G connection.

2. Any flowchart animation should not take more than 2 seconds to load.
3. The search functionality should return results in under 1 second.
4. The system must support at least 500 concurrent users.
5. Quiz results should be calculated instantly upon submission.
2. Safety and Security Requirements
 All user data, including quiz results, will be encrypted and stored securely.
 The platform should comply with data privacy laws (GDPR or equivalent).
 Admin access should require multi-factor authentication (MFA).
3. Software Quality Attributes
1. Reliability
The system should have 99.9% uptime, ensuring content is accessible at all times.
2. Usability
The platform must be user-friendly with simple navigation, and all content must be
accessible with minimal user interaction.
3. Maintainability
The platform’s architecture will allow for easy updates to content, ensuring future scalability.
4. Portability
The website will be fully responsive and work on desktop, tablet, and mobile devices.
4.3.5 Flexibility
The system should allow the addition of new content and flowcharts without significant
backend changes.
Experiment No. 6
AIM - Perform the development of DFD (Data Flow Diagram) model for level-
0, level-1 and data dictionary of the project (Library Management System,
Hostel Management System, and College Management System).
Data Flow Diagram:-
Data flow diagram is graphical representation of flow of data in an information system. It is

capable of depicting incoming data flow, outgoing data flow and stored data. The DFD does
not mention anything about how data flows through the system.
There is a prominent difference between DFD and Flowchart. The flowchart depicts flow of
control in program modules. DFDs depict flow of data in the system at various levels. DFD
does not contain any control or branch elements.
Types of DFD:-
Data Flow Diagrams are either Logical or Physical.
● Logical DFD - This type of DFD concentrates on the system process and flow of data
in the system. For example in a Banking software system, how data is moved between
different entities.
● Physical DFD - This type of DFD shows how the data flow is actually implemented
in the system. It is more specific and close to the implementation.
DFD Components:-
DFD can represent Source, destination, storage and flow of data using the following set of
components -
● Entities - Entities are source and destination of information data. Entities are
represented by rectangles with their respective names.
● Process - Activities and action taken on the data are represented by Circle or Round-
edged rectangles.
● Data Storage - There are two variants of data storage - it can either be represented as
a rectangle with absence of both smaller sides or as an open-sided rectangle with only
one side missing.
● Data Flow - Movement of data is shown by pointed arrows. Data movement is shown
from the base of arrow as its source towards head of the arrow as destination.
Levels of DFD:-
● Level 0 - Highest abstraction level DFD is known as Level 0 DFD, which depicts the
entire information system as one diagram concealing all the underlying details. Level
0 DFDs are also known as context level DFDs.
● Level 1 - The Level 0 DFD is broken down into more specific, Level 1 DFD. Level 1
DFD depicts basic modules in the system and flow of data among various modules.
Level 1 DFD also mentions basic processes and sources of information.
● Level 2 - At this level, DFD shows how data flows inside the modules mentioned in
Level 1.
Higher level DFDs can be transformed into more specific lower level DFDs with
deeper level of understanding unless the desired level of specification is achieved.
Data Dictionary:-
A data dictionary contains metadata i.e data about the database. The data dictionary is very
important as it contains information such as what is in the database, who is allowed to access
it, where is the database physically stored etc. The users of the database normally don't
interact with the data dictionary; it is only handled by the database administrators.
The data dictionary in general contains information about the following −
● Names of all the database tables and their schemas.
● Details about all the tables in the database, such as their owners, their security
constraints, when they were created etc.
● Physical information about the tables such as where they are stored and how.
● Table constraints such as primary key attributes, foreign key information etc.
● Information about the database views that are visible.
This is a data dictionary describing a table that contains employee details.
Field Name Data Type Field Size for Description Example

display
Employee Integer 10 Unique ID of each employee 1645000001

Number
Name Text 20 Name of the employee David

Heston
Date of Birth Date/Time 10 DOB of Employee 08/03/1995
Phone Number Integer 10 Phone number of employee 6583648648

The different types of data dictionary are −
1.4 Active Data Dictionary
If the structure of the database or its specifications changes at any point of time, it should be
reflected in the data dictionary. This is the responsibility of the database management system
in which the data dictionary resides.
So, the data dictionary is automatically updated by the database management system when
any changes are made in the database. This is known as an active data dictionary as it is self
updating.
1.5 Passive Data Dictionary
This is not as useful or easy to handle as an active data dictionary. A passive data dictionary
is maintained separately to the database whose contents are stored in the dictionary. That
means that if the database is modified the database dictionary is not automatically updated as
in the case of Active Data Dictionary.
So, the passive data dictionary has to be manually updated to match the database. This needs
careful handling or else the database and data dictionary are out of sync.
Experiment No. 7
AIM - Develop structured design for the DFD model developed on the project (Library
Management System, Hostel Management System, and College Management System).
Objective
To create a structured design using Structured Analysis/Structured Design (SA/SD) principles for the developed
DFD model of the project. The structured design will ensure logical organization, modularity, and improved
understanding of the system functionalities.
Introduction
The project, "Learn Constitution in Simple Manner," aims to simplify the learning process of the Constitution using
flowcharts and animations. The design focuses on clear functional decomposition and structured representation of
the modules, derived from the Data Flow Diagram (DFD).
DFD Recap
Context Diagram
 Inputs: User queries, learning preferences, feedback.

 Outputs: Interactive content (flowcharts, animations), quiz results, feedback acknowledgment.
Level 1 DFD (High-level breakdown):
1. User Module: Handles user interaction and learning preferences.

2. Content Module: Manages flowcharts and animations.
3. Quiz Module: Generates and evaluates quizzes.
4. Feedback Module: Collects and processes user feedback.
Structured Design
Module Hierarchy (Top-Down Approach)
1. Main Module
o Acts as the controller for all submodules.
o Initializes the system and manages transitions between modules.
2. Submodules
o User Interaction Module
 Handles user input, preferences, and navigation.
o Content Management Module
 Retrieves and displays flowcharts and animations.
o Quiz Management Module
 Prepares quizzes, evaluates answers, and provides scores.
o Feedback Processing Module
 Collects and stores feedback from users for analytics.
Level 2-
Structure Chart
A structure chart visually represents the system's hierarchy and modules. Below is the description for each module:
Module Submodules Functionality

Main Module User Interaction Module Captures user inputs and preferences.
Content Management Module Displays simplified learning material like flowcharts and animations.
Quiz Management Module Evaluates user learning through quizzes.
Feedback Processing Module Stores and processes user feedback for system improvement.
Benefits of Structured Design
 Clarity: Simplifies the overall structure of the system.

 Modularity: Enables independent development and testing of modules.
 Scalability: Facilitates future enhancements.
 Reusability: Allows reuse of modules in similar projects.
Experiment No. 8
AIM - Developed all Structure UML diagram of the given project (Library Management
Structural diagrams
Structure diagrams depict the static structure of the elements in your system. It shows the
things in the system - classes, objects, packages or modules, physical nodes, components and
interfaces. They also show the relationships between these things - classes that inherit from
other classes, objects that own other objects, what classes belong to what packages, what
nodes are connected to each other.
The four structural diagrams are −
● Class diagram
● Object diagram
● Component diagram
● Deployment diagram
UML - Class Diagram
Overview:
The class diagram is a static diagram. It represents the static view of an application. Class
diagram is not only used for visualizing, describing and documenting different aspects of a
system but also for constructing executable code of the software application.
The class diagram describes the attributes and operations of a class and also the constraints
imposed on the system. The class diagrams are widely used in the modelling of object
oriented systems because they are the only UML diagrams which can be mapped directly
with object oriented languages.
The class diagram shows a collection of classes, interfaces, associations, collaborations and
constraints. It is also known as a structural diagram.
Purpose:
The purpose of the class diagram is to model the static view of an application. The class
diagrams are the only diagrams which can be directly mapped with object oriented languages
and thus widely used at the time of construction.
The UML diagrams like activity diagram, sequence diagram can only give the sequence flow
of the application but class diagram is a bit different. So it is the most popular UML diagram
in the coder community. So the purpose of the class diagram can be summarized as:
● Analysis and design of the static view of an application.
● Describe responsibilities of a system.
● Base for component and deployment diagrams.
● Forward and reverse engineering.
How to draw Class Diagram?
Class diagrams are the most popular UML diagrams used for construction of software
applications. So it is very important to learn the drawing procedure of class diagram.
Class diagrams have lot of properties to consider while drawing but here the diagram will be
considered from a top level view. Class diagram is basically a graphical representation of the
static view of the system and represents different aspects of the application. So a collection of
class diagrams represent the whole system.
The following points should be remembered while drawing a class diagram:
● The name of the class diagram should be meaningful to describe the aspect of the
system.
● Each element and their relationships should be identified in advance.
● Responsibility (attributes and methods) of each class should be clearly identified.
● For each class minimum number of properties should be specified.

Because unnecessary properties will make the diagram complicated.
● Use notes when ever required to describe some aspect of the diagram. Because at
the end of the drawing it should be understandable to the developer/coder.
● Finally, before making the final version, the diagram should be drawn on plain
paperand rework as many times as possible to make it correct.
Now the following diagram is an example of an Order System of an application. So it

describes a particular aspect of the entire application.
● First of all Order and Customer are identified as the two elements of the system and
they have a one to many relationship because a customer can have multiple orders.
● We would keep Order class is an abstract class and it has two concrete classes
(inheritance relationship) SpecialOrder and NormalOrder.
● The two inherited classes have all the properties as the Order class. In addition they
have additional functions like dispatch () and receive ().
So the following class diagram has been drawn considering all the points mentioned above:
Where to use Class Diagrams?
Class diagram is a static diagram and it is used to model static view of a system. The static
view describes the vocabulary of the system.
Class diagram is also considered as the foundation for component and deployment diagrams.
Class diagrams are not only used to visualize the static view of the system but they are also
used to construct the executable code for forward and reverse engineering of any system.
Generally UML diagrams are not directly mapped with any object oriented programming
languages but the class diagram is an exception.
So in a brief, class diagrams are used for:
● Describing the static view of the system.

● Showing the collaboration among the elements of the static view.
● Describing the functionalities performed by the system.
● Construction of software applications using object oriented languages.
UML Object Diagram:-
Object diagrams are also closely linked to class diagrams. Just as an object is an instance of a
class, an object diagram could be viewed as an instance of a class diagram. Object diagrams
describe the static structure of a system at a particular time and they are used to test the
accuracy of class diagrams.
Basic Object Diagram Symbols and Notations:-
Object names:- Each object is represented as a rectangle, which contains the name of the
object and its class underlined and separated by a colon.
Object attributes:-
As with classes, you can list object attributes in a separate compartment. However, unlike
classes, object attributes must have values assigned to them.
Active object:-
Objects that control action flow are called active objects. Illustrate these objects with a
thicker border.
Multiplicity:-You can illustrate multiple objects as one symbol if the

attributes ofthe individual objects are not important.
Links:-
Links are instances of associations. You can draw a link using the lines used in class diagr
Self-linked:-
Objects that fulfill more than one role can be self-linked. For example, if Mark, an
administrative assistant, also fulfilled the role of a marketing assistant, and the two positions
are linked, Mark's instance of the two classes will be self-linked.
UML Component Diagram:-
A component diagram describes the organization of the physical components in a system.
Basic Component Diagram Symbols and Notations:-
Component:-
A component is a physical building block of the system. It is represented as a rectangle with

tabs.
Interface:-
An interface describes a group of operations used or created by components.
Dependencies:- Draw dependencies among components using dashed arrows.
UML Deployment Diagram:-
Deployment diagrams depict the physical resources in a system including nodes, components,
and connections.
Basic Deployment Diagram Symbols and Notations:-

Component:-
A node is a physical resource that executes code components.
Association:-
Association refers to a physical connection between nodes, such as Ethernet.

Experiment No. 9
AIM - Develop behaviour UML diagram of the project (Library Management

Objective
To graphically illustrate the dynamic aspects of the system using a behavioral UML diagram (activity diagram).
This includes showing the sequence of actions, decision points, and flow of control.
Introduction
A behavioral UML diagram (activity diagram) helps in visualizing the functional workflow of a system. It depicts
the flow of control from one activity to another and includes decision-making points. For the "Learn Constitution in
Simple Manner" project, the activity diagram will demonstrate how users interact with the system, access content,
attempt quizzes, and provide feedback.
Key components of the project workflow:
1. Capturing user preferences (e.g., topics of interest).

2. Retrieving and displaying relevant content (e.g., flowcharts, animations).
3. Generating quizzes to test user understanding.
4. Evaluating user feedback for system improvement.
Components of the Behavioral UML Diagram
 Start and End Nodes: Indicate the beginning and conclusion of the process.
 Activities: Represent tasks like capturing user preferences, retrieving content, and generating quizzes.
 Decisions: Points where a condition determines the next activity (e.g., quiz completion).
 Transitions: Arrows representing the flow of control between activities.
Steps to Develop the Behavioral UML Diagram
1. Define the Starting Point: User initiates the system by providing preferences.
2. Outline Activities: Include steps like retrieving content, generating quizzes, and collecting feedback.
3. Add Decision Points: Highlight conditions where the system evaluates user input or actions.
4. Connect Activities: Show the sequence of events with transitions.
5. Include the End Point: Mark the completion of the workflow.
Benefits of Using Behavioral UML Diagrams
 Clarity: Simplifies the representation of dynamic workflows.

 Communication: Helps stakeholders understand system processes.
 Problem-Solving: Identifies bottlenecks or inefficiencies in the workflow.
Conclusion
The behavioral UML diagram developed for the "Learn Constitution in Simple Manner" project provides a clear and
structured representation of the system's dynamic behavior, ensuring efficient design and understanding.

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JAIPUR ENGINEERING COLLEGE AND RESEARCH CENTRE

JECRC Campus, Shri Ram Ki Nangal, Via-Vatika, Jaipur

Lab Name : Software Engineering Lab

Lab Code : 3AID4 - 23

Year/Sem : 2rd Year/III

Department of Artificial intelligence and data science

Jaipur Engineering College and Research Centre, Jaipur

S. No. Contents Page

Experiment 2 Perform function oriented designing / development using SA/SD

Develop Software Requirements Specification for a problem given in

Perform the development of DFD (Data Flow Diagram) model for

Experiment 9 Develop behaviour UML diagram of the project (Library Management

Experiment 10 Perform software engineering process and manage files by using

Content Beyond Syllabus

Vision of the Institute

Mission of the Institute

M3: Offer opportunities for interaction between academia and industry.

Vision of AI&DS Department

Mission of AI&DS Department

7. Environment and sustainability: Understand the impact of the professional

RTU Syllabus with List of Experiments

Class: 3th Sem. B. Tech. 2rd year Evaluation

S. No. NAME OF EXPERIMENT

Perform function oriented designing / development using SA/SD (Structured Analysis /

Develop Software Requirements Specification for a problem given in IEEE template.

Perform the development of SRS (Software Requirements Specification) for various

Perform the following experiment

1 Development of requirements specification, function oriented design using SA/SD,

Perform the following experiment using Virtual Lab http://vlabs.iitkgp.ernet.in/se/ ,

Mapping of Experiments with Cos & BT Level

1 Perform the development of SRS (Software Requirements Specification) for

2 Perform function oriented designing / development using SA/SD (Structured

5 Develop Software Requirements Specification for a problem given in IEEE

Perform software engineering process and manage files by using ProjectLibre 3 5

Perform the development of SRS (Software Requirements Specification) for

Perform the following experiment using Virtual Lab http://vlabs.iitkgp.ernet.in/se/ ,

2 Develop Software Requirements Specification (SRS) for a given problem in 1 2

Content Beyond Syllabus

2 Agile Methodology: Agile Software Development Model & Process in Testing? 4 2

Mapping of Course Outcomes & POs/PSOs

INTRODUCTION ABOUT LABORATORY&

BEFORE ENTERING IN THE LAB

WHILE WORKING IN THE LAB

AIM - Perform the development of SRS (Software Requirements Specification) for

The purpose of this Software Requirements Specification (SRS) document is to provide a

3. Intended Audience and Document Overview

This SRS is intended for multiple audiences:

 Developers: To understand system architecture and requirements for implementation.

 Project Managers: To oversee project progress and ensure timely delivery.

 Testers: To develop test cases and validate system functionality.

 End Users: To understand the features and benefits of the website.

4. Definitions, Acronyms, and Abbreviations

 SRS: Software Requirements Specification

 UI: User Interface

 HTML: Hypertext Markup Language

 CSS: Cascading Style Sheets

 JavaScript: A programming language used for web development.

The document is organized as follows:

5. References and Acknowledgments