 Good morning to everyone present here, first of all. So I thank my head of the department principal and the management of PSG College of Technology because of them I think I am being here. So I am from PSG College of Technology Dominic Savio, senior lecturer working as a in department of information technology. So computer programming syllabus, even though it is common in all branches, still some mild variations may be there like for IT and CSZ and for other branches. So here we can see the syllabus for ID department. So I think it is normal and as usual like programming languages, C, control statements, functions, arrays, pointers, structures, unions, files, preprocesses and these are the textbooks as usual I think. This is normal which is followed in most of the universities and colleges I think. I think this stands for the number of hours allotted for that that is totally 42 hours. So this is the evaluation pattern we follow I think since it is an autonomous institution for all UG courses we have this type of pattern 50-50 and out of this 50-50 this theory test that what we called as a it will be taking average of best of 2 out of 3, best 2 out of 3 and that average will be taken that 30 marks theory test and remaining 20 marks it is left to the staff member who is handling the paper. Because of this particular paper C programming for laboratory 10 marks quiz 5 marks assignment 5 marks has been assigned and still it may vary from teacher to teacher it is not compulsory. A teacher can follow anything else as she like they can sometimes they may give a package development in C and so on or some video games and it depends upon the department it depends upon the staff member who is handling with respect to them it will vary that is 20 marks and the end semester assessment that is 50 marks and these are some lab as sample lab experiments and normally what happens is like we have totally 3 hours theory session to our lab every week and each week some problem sheet will be given which may range from 5 to 10 problems like these are some sample problems again this may also vary from teacher to teacher it is not necessary or compulsory that it should be it is common and some of the in particular like other branches like mechanical, trible, EC, IC and so many other departments are there except C, EC and IT those departments I think it is handled by maths and computer applications department C language. So they may be having some common problem sheets which they may given advance as a Xerox material or else they may put an intronet I think I do not think they are putting in net common course it is common course still as I told for IT and C, EC some mild variations may be there in syllabus. The syllabus is different for some mild variations may be there because what happens is that other students that is other department students they have a feel that why we have to put more pressure like IT and C, EC students to learn these type of C programming that type of feeling they also have. So as a result I think management has decided I will have a separate syllabus for IT, C, EC and other engineering branches this is one more sample sheet. So it varies from teacher to teacher and as I told earlier model question paper I think this is the continuous assessment which I was talking about 30 marks this earlier the system was different and now they have changed earlier it was for 30 marks itself the test will be for 1 and half hours I think now they have squeezed the time to 1 hour 10 minutes and the test will be connected only for 20 marks and this 20 will be converted into 30 for the sake of for that 30 that is this this what happens currently they are they want to actually planning for some change still in discussion because this is common for all UG courses like and this internal question paper again the teacher is going to say who is handling the paper and this is for its compulsory and this we give 2 into 6 2 questions it is compulsory they have to answer only one choice. So this is a sample beta question paper I think we have courses like even BSE also in our college MSC, MCA and so on that is UG courses we have some common pattern a PG I think I do not remember the pattern I think it is flexible enough in the sense the teacher can set his own standard and so on and this is a pattern that is 10 into 2 20 marks and so on 2 2 mark question will be having and then this is 5 into 6 30 marks this 30 marks it depends upon the staff members who is handling the paper 30 marks is allotted you can go for 4 into 7 and half or whatever else he likes you can go and you can include a or b or sub sections again it is left to the teacher this is sample question and we have objective that is one mark question and this one mark question what is the beauty is we give this question paper that is in particular one mark only after 2 and half hours in the end semester exam. So first 2 and half hours they will be writing only group 2 and group 3 that is this that one mark question they will be answering only at the end of that is last half an hour totally exam I think it is for 3 hours and normally I think we have a practice before after taking the question paper some committee has been formed and they scrutinize a question paper and so on and our lab IT department we have 144 notes I think normally in our lab we are not so many students are not using Linux they use only windows and we have a new network lab which has 16 notes that is the lab facility we have and thank you any questions you do not keep the material on internet you keep it only on intranet most of it but would the old question papers be available as soft copies in the department actually what is happening is there is a in intranets of they have a digital library something in the library these old question papers they are making it available old style old question paper old question papers this I would like to request everybody if your college or university has a mechanism of having old question papers because old question papers are out of copyright they are public information and it might be useful for us to start with a complete set of all those problems is like what students may call guide books but essentially developing an answer giving reasoning much more than the guide book giving multiple ways of answering the same question or even for objective type questions not just pointing out the correct answer but giving a reason why that is correct answer you agree that it would be useful so I will request all of you that wherever you can get soft copies please mail them to Kalpana wherever old copies or whatever and if any permission I think is required I will be glad to write to the authorities but I don't think that should be a problem for old papers even if you cannot locate old papers but you lay your hands on books which are published by outsiders which actually contain question papers hard copies I could get them entered here you know it's not a problem but I think I am planning with something like five to six thousand questions not just objective but detailed questions and their answers to come out of this collaborative effort now for that I should have a ready made set of problems stated at least very good so I will request all of you this is an action item will note later that will mail these things the second point I made this is a pedagogical issue you mentioned that the other students feel why they should do so much of programming because programming is perceived to be for computer science or IT people in exactly the same way that computer science students feel why should they know more about thermodynamics that is part of mechanical engineering but at least the engineering and science education at the entry level works or designed on the premise that every scientist or engineer must know a few basic things about all topics in fact earlier at my time when the Indian course used to be five years duration we used to have two years of common courses it doesn't matter whether you have to become an electrical engineer mechanical engineer civil engineer you had to know something about all engineering necessarily the second point is some students are permitted to change their branch after first year I think in our college they're not permitted straight jacketed once you're branded civil engineer you have to be a civil engineer and therefore you must not know anything about computer programming the top most civil engineers particularly in the structural design business are far better software engineers than many computer scientists I have seen they are required to be so their problems today cannot be solved so you I would like to request you to go back even I think my other department is mechanical engineer yes then he did his MS in computer science in the US and completed the point I'm trying to make is you must impress upon all students and the teachers that they must not dilute the programming knowledge given at the entry level to any student the dilution may happen at the BSC first year because the maturity is less but at MSC first year or be first year I think they should be expected to do that personally I don't see any reason why BSC first year should be any less because whatever you have described sorry for this digression but is this not the philosophy everywhere that a computer programming common course is common for all students right that's right that's right but for our purposes a syllabus such as this could be very easily guiding factor because I'm seeing again and again and again that the first course syllabus is almost identical in most places so as we discussed yesterday day for a slave we will concentrate on that as the syllabus now what I saw is distinction between the number of hours that are allocated to different topics at different places there is slight variation and if possible if you could just concentrate on this aspect that is or maybe we'll do it in my session that we'll just go step by step and everybody will ask how many hours at your place how many hours at your place we'll write down each and then we'll try to decide what should be our approach I think that would be best okay thank you sometimes now we have been seeing most of the time the other branches students also will be appearing for the placements in the in software firms and it would be very difficult if they are not if they don't have a good background in computer programming and basic concepts so initially itself we'll make them understand that it's very very important for them in case if they would prefer to attend some placement interviews in software firms so the in case I'll tell you IIT for example the placement situation last year was bad universally but it was not uncommon to see in forces hiring 120 people TCS hiring 200 people not a single computer science person there's computer science rule don't want to join TCS and in forces they want to write compilers but when they come for the first year no they always target their core core companies and all then later on they understand that it's quite difficult and they switch to the software firm but I think the point is mad he also said that he did not approve of this position but he was just stating the realistic life as it optes there because non CS students they have the problem is with the students mindset just like I will tell you this is just reverse the situation computer science students do they take thermodynamic seriously do they take workshop seriously I will digress for two more minutes to tell you an incident which happened many many years ago you remember the computers used to be horizontal earlier they became vertical at some point in time the first such vertical model was brought to my lab and my students had opened it up and all that that film had done is you had just put it Ulta like this the legs were fitted here the power supply which is the heaviest unit was on the top now the cards the electronic cards which would be put today you got a single mother about doing everything or single chip doing everything those were not the day so the cars which are like this there's a fan behind and the fan is throwing air the air circles is good now when you invert it the fan is at the bottom and the airflow is blocked by the first card itself there is not enough airflow above when I saw that instantly I realized this nonsense I asked my students it don't you see that something is wrong with this they move around they said no sir it has been working for last two days now in an air-conditioned life any god damn thing will work so I asked them where what about the center of gravity so one student asked me sir this is a computer meaning computers are not supposed to have center of gravity then then he realized I said where is the power supply then students are smart they figured out yes sir it should be at the bottom common sense at least then I said what about the heat flow and you know the remarkable answer I got this beat a computer science student of IIT Bombay toppers from JEE all across the country okay heat flow sir that is a mechanical engineering problem I will have nothing to do it effective now this is a mindset of the students and I think as teachers particularly as first year teachers it is important for us to convey to all students that we teach that look this bifurcation of silos has been made only to handle growing body of knowledge and respective fields the real life problems never come with a stamp that I am a mechanical engineering problem I am a electrical engineering problem I have come to say I have a problem solve it and basically we're training people to be problem solvers now this emphasize is not written anywhere in the syllabus there is no subject which emphasizes this part so I think that has to be the responsibility of the teachers particularly first year teachers so my humble suggestion is that while we concentrate on computer programming at this course but we should emphasize this part wherever discretely indirectly possible and the subsequent courses for example thermodynamics is going to be covered by my colleague Professor Uday Gaito national expert so he also says the same thing that many non-mechanical engineering people think thermodynamics is useless whereas according to him that governs life actually that is the peculiarity every teacher of any subject genuinely believes that that subject is most important in the world all other things are secondary and that only proves my point that means all subjects are important anyway so this is something that we would like to remember and this is the reason why if you recall what Professor Ranade said he would not like to start a lecture saying we'll discuss arrays or we'll discuss pointers say we'll discuss a problem and the opportunity that we have as computer science teachers is much more than anybody else we can actually take problem from any field and use that problem to illustrate to students that look problems from this domain this domain this domain can be solved using thank you Dominic thank you sir