Track
Software Development
Duration
120 hours
Skill Level
Foundation
Language
English
About this Course
This course is designed to provide learners with a comprehensive understanding of data structures and algorithms, equipping them with the knowledge to …
Learning Mode: Learn at ALC or at Home
Detailed Course Curriculum
Hands-on module breakdown aligned with MKCL production standards and industry requirements.
- Introduction to Data Structures
- Mathematical Notations
- Contradiction
- Mathematical Induction
- Mathematical Prerequisites
- Introduction to Algorithm Asymptotic Notations
- Variables and Datatypes
- Decisions
- Switch Case
- Array
- Functions
- Pointers
- Object Oriented Programming
- Structure
- Data Types
- Union
- Miscellaneous Problems and Solutions
- Introduction
- Loop
- Recursion
- Backtracking
- Recursion and Backtracking: Problems
- Introduction to Array
- Array Operations
- Introduction
- Two Dimensional Array Operations
- Array of Pointer
- String Introduction
- Programming String Operations
- Array of String
- Pointers and Strings
- Pattern Matching
- String Matching
- Linked List
- Programming Linked List
- Circular Linked List Introduction
- Programming Circular Linked List
- Doubly Linked List
- Programming Doubly Linked List
- Comparison of Array and Linked List
- Recursive Display of Linked List
- Circular Linked problems and other concepts
- Matrix Introduction
- Lower Triangular Matrix
- Upper Triangular Matrix
- Symmetric Matrix
- Tri-Diagonal and Tri-band Matrix
- Toeplitz Matrix
- Menu Driven Program for Matrices
- Sparse Matrix
- Operations on Sparse Matrices
- Introduction to Stacks
- Stack using Array
- Stack using Linked List
- Parentheses Matching
- Operators
- Infix to Prefix Conversion
- Postfix to Prefix Conversion
- Postfix to Infix Conversation
- Infix to postfix conversion
- Evaluation of Postfix Expression
- Stack: Problem and Solution
- Introduction to Queue
- Queue as an array
- Queue as a linked list
- Queue: Problems and Solutions
- Introduction to Double ended Queue
- Programming Deque
- Priority Queue
- Circular Queue
- Introduction to Trees
- Strict and Complete Binary Tree comparison
- Tree: Problems and Solutions
- Binary Tree
- Traversal of a Binary Tree
- Binary Tree: Problems and Solutions
- Introduction
- Operation on BST - search and insert
- Deletion from a BST
- Programming: Binary Search Tree
- Generating BST from preorder
- Applications of Binary Tree
- Generating BST from post order
- Binary Search Tree: Problems and Solution
- Introduction
- Operation on AVL tree
- Programming various operations on AVL
- AVL Tree: Problems and Solution
- Balancing AVL tree
- Programming Balancing of AVL
- 2-3 Trees Introduction
- 2-3-4 trees Introduction
- Searching in a 2-3 Tree
- Insertion in a 2-3 Tree
- Deletion from a 2-3 Tree
- Introduction to red black tree
- Operations on red black tree
- Operation on red black tree to a 2-3-4 tree
- Priority Queue
- Introduction to Heap
- Insertion in a heap
- Heap: Problems, Solution and Implementation
- Heap as a priority queue and Implementation
- Heap as a priority queue and Implementation
- Replacement of a node in heap
- Introduction to Disjoint subsets
- Fast find implementation
- Fast Union Implementation
- Definition and terminologies
- Depth First Search (DFS)
- Breadth First Search (BFS)
- Spanning Tree
- Disjoint subsets
- Minimum Spanning Tree
- Prim’s method
- Kruskal’s method
- Programming: Minimal spanning tree
- Introduction
- Linear Search
- Binary Search
- Interpolation Search
- Introduction to sorting
- Bubble Sort
- Selection Sort
- Insertion Sort
- Shell Sort
- Comparison of Sorting Methods
- Merge Sort
- Quick Sort
- Counting Sort
- Radix Sort
- Bucket Sort
- Introduction to Symbol table
- Array Implementation of Symbol Table
- Linked List Implementation of Symbol Table
- Other implementation
- Comparison of implementation methods
- Introduction to Hashing
- Chaining
- Linear Probing
- Double Hashing
- Hash Functions
- Introduction to Single Shortest Path
- Dijkstra’s Algorithm
- Bellman-Ford Algorithm
- Introduction to Greedy Approach
- Huffman Coding Algorithm
- Huffman Coding Algorithm
- Fractional Knapsack problem
- Dynamic Programming
- Algorithm: 0/1 Knapsack Problem
- Matrix Multiplication
- Chain Matrix Multiplication
- Divide and Conquer Approach
- Binary Search
- Strassen’s Matrix Chain Multiplication
- Introduction to Branch and Bound Approach
- 4-Queens Problem
- Least Cost search
- 15-puzzle problem
- FIFO - Branch and Bound
- Introduction
- Partition Based Selection
- Linear Search
- Finding K-smallest elements
- Selection Algorithm: Problems and Solutions
- Introduction to Travelling Salesman Problem
- Introduction to All Pairs Shortest Path Problem
- Job Scheduling Problem
- Coin Change Problem
- Introduction to NP completeness
- Polynomial Time Reduction algorithms
- NP hard and NP complete Problems
- SAT problem
- NP problems: Examples
- Compaction of Blocks and storage
- First-Fit
- Best-Fit
- Improvement in the first fit algorithm
- Freeing Storage Blocks
- Dynamic Memory Allocation: Problems and Solutions
- Revisiting Programming Concepts
- Revisiting data structures
- Revisiting algorithmic concepts
- Miscellaneous problems and solutions
Eligibility Criteria
• Basic knowledge of computers and keen desire to build skills in this field.
• Open to students, job seekers, and working professionals.
• Open to students, job seekers, and working professionals.
Official Certification
• Official MKCL KLiC Certificate upon successful completion of the course and evaluations.
Work-Centric Learning Approach
• Step 1: Learners are given an overview of the course and its connection to life and work
• Step 2: Learners are exposed to the specific tool(s) used in the course through the various real-life applications of the tool(s).
• Step 3: Learners are acquainted with the careers and the hierarchy of roles they can perform at workplaces after attaining increasing levels of mastery over the tool(s).
• Step 4: Learners are acquainted with the architecture of the tool or tool map so as to appreciate various parts of the tool, their functions, utility and inter-relations.
• Step 5: Learners are exposed to simple application development methodology by using the tool at the beginner’s level.
• Step 6: Learners perform the differential skills related to the use of the tool to improve the given ready-made industry-standard outputs.
• Step 7: Learners are engaged in appreciation of real-life case studies developed by the experts.
• Step 8: Learners are encouraged to proceed from appreciation to imitation of the experts.
• Step 9: After the imitation experience, they are required to improve the expert’s outputs so that they proceed from mere imitation to emulation.
• Step 10: Emulation is taken a level further from working with differential skills towards the visualization and creation of a complete output according to the requirements provided. (Long Assignments)
• Step 11: Understanding the requirements, communicating one’s own thoughts and presenting are important skills required in facing an interview for securing a work order/job. For instilling these skills, learners are presented with various subject-specific technical as well as HR-oriented questions and encouraged to answer them.
• Step 12: Finally, they develop the integral skills involving optimal methods and best practices to produce useful outputs right from scratch, publish them in their ePortfolio and thereby proceed from emulation to self-expression, from self-expression to self-confidence and from self-confidence to self-reliance and self-esteem!
• Step 2: Learners are exposed to the specific tool(s) used in the course through the various real-life applications of the tool(s).
• Step 3: Learners are acquainted with the careers and the hierarchy of roles they can perform at workplaces after attaining increasing levels of mastery over the tool(s).
• Step 4: Learners are acquainted with the architecture of the tool or tool map so as to appreciate various parts of the tool, their functions, utility and inter-relations.
• Step 5: Learners are exposed to simple application development methodology by using the tool at the beginner’s level.
• Step 6: Learners perform the differential skills related to the use of the tool to improve the given ready-made industry-standard outputs.
• Step 7: Learners are engaged in appreciation of real-life case studies developed by the experts.
• Step 8: Learners are encouraged to proceed from appreciation to imitation of the experts.
• Step 9: After the imitation experience, they are required to improve the expert’s outputs so that they proceed from mere imitation to emulation.
• Step 10: Emulation is taken a level further from working with differential skills towards the visualization and creation of a complete output according to the requirements provided. (Long Assignments)
• Step 11: Understanding the requirements, communicating one’s own thoughts and presenting are important skills required in facing an interview for securing a work order/job. For instilling these skills, learners are presented with various subject-specific technical as well as HR-oriented questions and encouraged to answer them.
• Step 12: Finally, they develop the integral skills involving optimal methods and best practices to produce useful outputs right from scratch, publish them in their ePortfolio and thereby proceed from emulation to self-expression, from self-expression to self-confidence and from self-confidence to self-reliance and self-esteem!
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