Objective Oriented Learning Process Format RBT (OLF)

Branch: B Tech IT Semester: VI

Subject code & Title: 15IT604 Design and Analysis of AlgorithmsUnit/Lesson No: I-1

T-L tools: Multimedia Faculty name:Dr.S.Sundaramurthy/

Mr. R.VINOTHSARAVANAN

Prerequisite Knowledge:

 Counting and Probability

 Algebra
 Recurrence Relations

Micro planning Chart

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
 Minutes 3 Minutes 3

EVOCATION
Minutes 2 Minutes 5 Minutes 5 GO AND SO
SO 1
Minutes 3 SO 2
FA 1
Minutes 5
SO 3
Minutes 7
FA 2
SUMMARY
Minutes 10 MIND MAP
Minutes 7 STIMULATING QUESTIONS

1. Topic for Learning through evocation:

2. Topic Introduction:

2.1. General Objective:

 To describe how time and space complexity of the algorithm affects
performance of algorithm and describe how theoretically
theoretica and empirically
analyze
lyze the time and space complexity of the algorithm
algorithm.

2.3. Specific Objectives (Maximum 4): Include the STEM concept for each specific objective within brackets as
(S) (T) (E) (M).

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
 1. Explain the theoretical and empirical analysis of Time and Space Complexity. (T/M)
2. Explain how the trading storage space and trading execution time could improve the
efficiency of the algorithms. (T)
3. Demonstrate the trading of time and space through example algorithms. (T)

Taxonomy of Objectives
Knowledge Dimension The Cognitive Process Dimension
Remember Understand Apply Analyse Evaluate Create
A. Factual Knowledge
B. Conceptual 1,2
Knowledge
C. Procedural 3
Knowledge
D. Meta Cognitive
Knowledge
Explanatory Notes: (This is not the notes for the topic. It is an explanatory notes to remember the reason for doing a
particular mapping in the table above)

A. Factual Knowledge: It is a knowledge that contains the basic elements students must know if they are to be acquainted with the discipline or to
solve any of the problems in it.
B. Conceptual Knowledge: It includes knowledge of categories and classifications and the relationships between and among them.
C. Procedural Knowledge:It is the knowledge that takes the form of series of logical steps to be followed. It is more skill oriented and can include
algorithms, techniques and methods.
D. Meta Cognitive Knowledge:It is the knowledge of one’s own cognition.

2.4: Key words:

 Time efficiency
 Space efficiency

2.5: Key diagrams (if any):

3. Discussion:

The students will be asked to discuss the relevant topic among their team/other team/Faculty. The students
those who have not taken part will be noted and kindle them to do.

4. Mind Map:(It must revolve around the concept)

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
 5. Summary:

 Both time and space efficiencies are measured as functions of the algorithm’s
input size.
 Time efficiency is measured by counting the number of times the algorithm’s
basic operation is executed. Space efficiency is measured by counting the
number of extra memory units consumed by the algorithm.
 The efficiencies of some algorithms may differ significantly for inputs of the
same size. For such algorithms, we need to distinguish between the worst-case,
average-case, and best-case efficiencies.
 The framework’s primary interest lies in the order of growth of the algorithm’s
running time (extra memory units consumed) as its input size goes to infinity

6. Assessment through Stimulating questions/Analogy/New ideas and Concepts:

1. The game of chess was invented many centuries ago in northwestern India by a certain sage. When
he took his invention to his king, the king liked the game so much that he offered the inventor any
reward he wanted. The inventor asked for some grain to be obtained as follows: just a single grain of
wheat was to be placed on the first square of the chessboard, two on the second, four on the third,
eight on the fourth, and so on, until all 64 squares had been filled. If it took just 1 second to count
each grain, how long would it take to count all the grain due to him?

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
7. Sample formative assessment questions (MCQ’s):

1. Two main measures for the efficiency of an algorithm are

a. Processor and memory
b. Complexity and capacity
c. Time and space
d. Data and space

2. The time factor when determining the efficiency of algorithm is measured by

a. Counting microseconds
b. Counting the number of key operations
c. Counting the number of statements
d. Counting the kilobytes of algorithm

3. The space factor when determining the efficiency of algorithm is measured by

a. Counting the maximum memory needed by the algorithm
b. Counting the minimum memory needed by the algorithm
c. Counting the average memory needed by the algorithm
d. Counting the maximum disk space needed by the algorithm

4. Quick sort efficiency can be improved by adopting

A. non-recursive method
B. insertion method
C. tree search method
D. recursive method
5. Fibonacci sequence generation algorithm efficiency can be improved by adopting
A. non-recursive method
B. insertion method
C. tree search method
D. recursive method

8. References: (Books/Periodicals/Journals)

1. Sara Basse, A V Gelder, Computer Algorithms, Pearson 2012.

2. T H Cormen, Leiserson, Rivest and Stein, Introduction of Computer algorithms, PHI 2011.
3. E Horowitz, S Sahni, and S Rajsekaran, Fundamentals of Computer Algorithms, Galgotia Publication,
2008.
4. Goodman, Introduction to the Design and Analysis of Algorithms, Tata McGraw Hill, 2002.
5. Donald E Knuth, The Art of Computer Programming, Volume I & II, Third Edition, AddisionWessely,
2000.

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
Verified by Subject expert Verified by ARC Coordinator Approved by HOD

Mrs. G. Srinitya Dr.S.Sundaramurthy

To be used by teacher as a teaching learning process guideline for classrooms and laboratory