Programming in ‘C’ (Computer Group) Course Code: ................

Maharashtra State Board of Technical Education (MSBTE)

'I' – Scheme
VI – Semester Course Curriculum

Course Title: Data Warehousing and Mining (IF, CO)

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

Diploma programme in which this course is offered Semester in which offered

Information Technology, Computer Engineering Sixth

1. RATIONALE
.
Data mining and warehousing are the essential components of decision support systems for the
modern days in industry and business. These techniques enable the knowledge to take better and
faster decisions. The objective of this course is to introduce the student to various Data Mining
and Data Warehousing concepts and techniques. This course introduce principles, algorithm,
architecture, design and implementation of data mining and data warehousing techniques.
Learning this course would improve the employment potential of students in the information
management sector.

2. COMPETENCY
The aim of this course is to help the student to develop required skills so that they are able to
acquire following competency:

Use Data Mining Tools for data analysis to maintain Datawarehouse

3. COURSE OUTCOMES (COs)

The theory, practical experiences and relevant soft skills associated with this course are to be
taught and implemented, so that the student demonstrates the following industry oriented
COs associated with the above mentioned competency:

 Identify the scope and necessity of Data Mining & Warehousing for various
applications.
 Use concept of data mining components and techniques in designing data mining systems.
 Use data mining tools for different applications.
 Solve basic Statistical calculations on Data
 Design a data mart or data warehouse for any organization

4. TEACHING AND EXAMINATION SCHEME

Teaching Scheme Total Credits Examination Scheme

(In Hours) (L+T+P) Theory Marks Practical Marks Total Marks
L T P C ESE PA ESE PA
3 - 2 5 70 30* 25 25 150
(*): Under the theory PA, Out of 30 marks, 10 marks are for micro-project assessment to
facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken
during the semester for the assessment of the UOs required for the attainment of the COs.

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Legends: L-Lecture; T – Tutorial/Teacher Guided Theory Practice; P - Practical; C – Credit,

ESE - End Semester Examination; PA - Progressive Assessment

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

Topic 5.2 Library

functions UO 6b Use pointers for
performing the given
arithmetic operation
pointers.
PrO 13- Develop
Program to demonstrate PrO 16- Develop a programs to
UO 5a Use the given Use of all String find sum of all elements stored in
library function handling functions given array using pointers.

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

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

Competency
Develop ‘C’ programs

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

CO (b) Write simple ‘C’

PrO 5- Write program to:

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

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

Legends

UO in Cognitive ADO - Affective

CO - Course Outcome PrO through Practicals Domain Domain Outcome Topic

Figure 1 - Course Map

6. SUGGESTED PRACTICALS/ EXERCISES

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

Approx.
S. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
Required

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Approx.
S. Unit
Practical Outcomes (PrOs) Hrs.
No. No.
Required
1 Develop an application to implement OLAP and its operations like II 04
rollup,drill down,slice and dice.
2 Building a data warehouse for any small application (e.g.Library II 02
Management system ,Hospital Management system )
3 Install and configure any data mining tool like WEKA II 2
4 Develop an application to construct Multidimensional data. II 2
5 Perform preprocessing,classification on Weather dataset. III 02*
6 Perform preprocessing,classification on Customer dataset. III 02
7 Apply clustering technique on Customer dataset III 02
8 III 02
9 III 02
10 III 02
11 IV 02

12 IV 02
13 V 02
14 V 02
15 VI 02
16 VI 02
Total 32
Note
i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to
attain the COs and competency. All the above listed practical need to be performed
compulsorily, so that the student reaches the ‘Applying Level’ of Blooms’s ‘Cognitive
Domain Taxonomy’ as generally required by the industry.
ii. The ‘Process’ and ‘Product’ related skills associated with each PrO are to be assessed
according to a suggested sample given below:

S. No. Performance Indicators Weightage in %

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

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

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

7. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

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

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

8. UNDERPINNING THEORY COMPONENTS

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

Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
Unit – I 1a. Identify need of data 1.1 What is Data warehousing ?
Introduct warehousing. 1.2 Difference between Operational
ion to 1b.Describe architecture of Database System and Data warehouse
Data datawarehouse. 1.3 Need for data warehousing
Warehou 1c.State the benefits of 1.4 A Multitiered Architecture of data
sing datawarehousing. warehousing.
1d.Describe Datawarehouse 1.5 Data Warehouse Models: Enterprise
Models. Warehouse, Data Mart, and Virtual
1e.Describe Extraction Warehouse.
,Transformation and Loading 1.6 Extraction, Transformation, and
Loading.
1.7 Metadata Repository
1.8 Benefits of Data warehousing.

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Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)
Unit– II 2a. Describe Data Cube and OLAP 2.1 Data Warehouse Modeling: Data
Data 2b. Explain Schemas for Cube and OLAP, Data Cube: A
Warehou Multidimensional data models Multidimensional Data Model
se 2c. Compare Stars and Snowflakes 2.2 Stars, Snowflakes, and Fact
Modeling Schema models. Constellations.
and 2d. Describe the Datawarehouse 2.3 Data Warehouse Design and Usage
Designing design Process. 2.4 A Business Analysis Framework for
2e. Design Datawarehouse. Data Warehouse Design
2.5 Data Warehouse Design Process
2.6 Data Warehouse Usage for
Information Processing.

Unit– III 3a. Describe Various OLAP 3.1 OLAP : Need of OLAP, OLAP
Online operations Guidelines
Analytica 3b. Compare OLAP and OLTP 3.2 Typical OLAP Operations
l tools. 3.3 From Online Analytical Processing to
Processin 3c. State the benefits of OLAP tool. Multidimensional Data Mining
g 3d. Explain Bitmap and Join Index 3.4 Data Warehouse Implementation-
for OLAP. Efficient Data Cube Computation: An
Overview.
3e.Compare different OLAP server 3.5 Indexing OLAP Data: Bitmap Index
Architectures. and Join Index, Efficient Processing of
OLAP Queries .
3.6 OLAP Server Architectures: ROLAP
Versus MOLAP versus HOLAP .

Unit-IV 4a. Explain concept of Data 4.1 Data Mining: Why Data Mining ?
Introduct Mining. What is Data Mining? Steps in the
ion to 4b. Describe steps in the process of process of knowledge discovery of
Data Knowledge Discovery of Database(KDD) .
Mining Database. 4.2 What Kind of data can be mined?
4c. State Major issues in data Major issues in data mining
mining. 4.3 Data Objects and Attributes types
4d.Explain data objects and 4.4 Data Preprocessing: Why Preprocess
attributes types. the data? Major Tasks in Data
4e.Describe methods of Data Preprocessing
Preprocessing. 4.5 Introduction to- Data Cleaning , Data
Integration, Data Reduction and Data
Transformation and Discretization.

Unit –V 5.1 Frequent Patterns, Market Basket

Mining 5a. Define the Frequent Itemsets and Analysis: A Motivating Example
Frequent Closed Item sets. 5.2 Frequent Itemsets, Closed
Patterns 5b. Describe the Association Rules Itemsets, and Association Rules
and 5c. Explain various clustering methods 5.3The Apriori Algorithm: Finding
Cluster 5d.Find Frequent Itemsets Using Frequent Itemsets Using
Analysis Apriori Algorithm. Candidate Generation

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Unit Unit Outcomes (UOs) Topics and Sub-topics

(in cognitive domain)

5.3 Generating Association Rules

from Frequent Itemsets, Mining
various Kinds of Association
Rules
5.4 What is Cluster Analysis?
Requirements for Cluster Analysis
5.5 Overview of Basic Clustering
Methods.

Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve
the ‘Application Level’ of Bloom’s ‘Cognitive Domain Taxonomy’

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9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN

Unit Unit Title Teaching Distribution of Theory Marks

No. Hours R U A Total
Level Level Level Marks
I Program Logic Development 04 02 02 04 08
II Basics of C programming 06 02 04 04 10
III Control Structures 10 02 02 08 12
IV Arrays and Structures 12 02 02 10 14
V Functions 10 02 04 08 14
VI Pointers 06 02 02 08 12
Total 48 12 16 42 70
Legends: R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy)
Note: This specification table provides general guidelines to assist student for their learning
and to teachers to teach and assess students with respect to attainment of UOs. The actual
distribution of marks at different taxonomy levels (of R, U and A) in the question paper may
vary from above table.

10. SUGGESTED STUDENT ACTIVITIES

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

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

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

12. SUGGESTED MICRO-PROJECTS

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

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have to maintain dated work diary consisting of individual contribution in the project work
and give a seminar presentation of it before submission. The total duration of the micro-
project should not be less than 16 (sixteen) student engagement hours during the course.

In the first four semesters, the micro-project could be group-based. However, in higher
semesters, it should be individually undertaken to build up the skill and confidence in every
student to become problem solver so that s/he contributes to the projects of the industry. A
suggestive list is given here. Similar micro-projects could be added by the concerned faculty:
a. Prepare sample mark sheet for 10 students.
b. Generate salary slips of employees in an organization.
c. Develop book issue system of library.
d. Any other micro-projects suggested by subject faculty on similar line.
(Use structure and other features of ‘C’ to develop above listed applications)

13. SUGGESTED LEARNING RESOURCES

S.
Title of Book Author Publication
No.
1 Data mining concepts Jiawei Han and Morgan Kaufmann Publications.
and techniques Micheline Kamber,
Third Edition,
Elsevier, 2012
2 Data warehousing , Alex Berson, Hill Tata McGraw Hill
data mining Edition, Thirteenth
and OLAP Reprint 2008,
3 The Data warehouse Ralph Kimball. John Wiley
life cycle
tool Kit

14. SOFTWARE/LEARNING WEBSITES

15. COURSE CURRICULUM DEVELOPMENT COMMITTEE

MSBTE Resource Persons

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

No.
1 Mrs. M.S.Malkar, Head of Pimpri Chinchwad msmalkar@rediffma
Computer Department Polytechnic Nigdi 9890920074 il.com
Pune 44
2 Mrs. S.R.Ranesankpal Sou.Venutai Chavan 9689711254 snehalrane@sinhgad
Lecturer Computer Polytechnic,Pune. .edu
Department

NITTTR Bhopal Resource Persons

S.
Name and Designation Department Contact No. Email
No.
Dr. R. K. Kapoor, Computer (0755)2661600-03, rkkapoor@nitttrb
1
Associate Professor Engineering and Ext.392 pl.ac.in

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Applications

Computer
Dr. M. A. Rizvi, (0755)2661600-03, marizvi@nitttrbpl
2 Engineering and
Associate Professor Ext.394 .ac.in
Applications

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