MCA - IV Semester - BVICAMbvicam.in/sites/default/files/OOAD Lab Manual_0.pdfLaboratory Manual...

Laboratory Manual (Version 9.0)

for

Object Oriented Analysis and Design Lab

(MCA- 258) MCA - IV Semester

Compiled by:

Ms. Tanya Pathak Garg (Assistant Professor, BVICAM, New Delhi)

Bharati Vidyapeeth’s Institute of Computer Applications

and Management (BVICAM) A-4, Paschim Vihar, Rohtak Road, New Delhi-63

Visit us at: www.bvicam.in

http://www.bvicam.in/�

Laboratory Manual for MCA-258; Object Oriented Analysis and Design Lab | Version 9.0

© Bharati Vidyapeeth’s Institute of Computer Applications and Management (BVICAM), New Delhi | Page 2 of 24

Index

List of Abbreviations

Declaration

1. Vision of the Department 5

2. Mission of the Department 5

3. Programme Educational Objectives (PEOs) 5

4. Programme Outcomes (POs) 6

5. Institutional Policy for Students’ Conduct 8

6. Learning Outcomes of Laboratory Work 9

7. Course/Lab Outcomes (COs) 10

8. Mapping of COs with POs 10

9. Course/Lab Description 11

10. Grading Policy 11

11. 12 Lesson Plan

12. Assignments 14

Appendix - A



List of Abbreviations

BTL Bloom’s Taxonomy Level

CE Communication Efficacy

CICP Conduct Investigations of Complex Computing Problems

CK Computational Knowledge

CO Course Outcome

DAC Departmental Advisory Committee

DDS Design and Development of Solutions

I&E Innovation and Entrepreneurship

I&T Individual & Team Work

IQAC Internal Quality Assurance Cell

LLL Life-Long Learning

MTU Modern Tool Usage

PA Problem Analysis

PE Professional Ethics

PEO Programme Educational Objective

PMF Project Management and Finance

PO Programme Outcome

SEC Societal and Envoirnmental Concern

CRC Class Relationship Diagram

IEEE Institute of Electrical and Electronics Engineers

UML Unified Modelling Language

CRM Class Relationship Model



Declaration Department : Department of Computer Science and

Applications

Course, Year and the Semester to which Lab is offered

: MCA II Year, IV Semester

Name of the Lab Course : Object Oriented Analysis and Design Lab

Course Code : MCA- 258

Version No. : 9.0

Name of Course/Lab Teacher

: Ms. Tanya Pathak Garg

Laboratory Manual Committee

: 1. Mrs. Vaishali Joshi, Chairperson

2. Dr. Anupam Baliyan, Member

3. Dr. Ritika Wason, Member

4. Mrs. Tanya Pathak Garg, Member

5. Mr. Uttam Singh Bist, Member

6. Prof. P. S. Grover, Margdarshak

7. Mr. Amit Sharma, Alumni & Industry Expert

8. Mrs. Tanya Pathak Garg, Subject Teacher and Convener

Approved by : DAC Date: 02/12/2019

Approved by : IQAC Date: 03/12/2019

Signature (Course Teacher)

Signature

(Head of Department) Signature

(IQAC Coordinator)



1. Vision of the Department To become a Centre of excellence in the field of Computer Science and

Applications, to contribute effectively in the rapidly changing global economy

directed towards national development ensuring prosperity for the mankind.

2. Mission of the Department M1 To become a centre of excellence in the field of Computer Science and

Applications and produce professionals as per global industry standards.

M2 To foster innovation, entrepreneurial skills, research capabilities and

bring all-round development amongst budding professionals.

M3 To promote analytical and collaborative life-long learning skills, among

students and faculty members involving all stakeholders.

M4 To inculcate strong ethical values and professional behaviour while

giving equal emphasis to social commitment and nation building.

3. Programme Educational Objectives (PEOs) The PEO’s for the MCA programme are as follows:

PEO1 Exhibit professional competencies and knowledge for being a successful

technocrat.

PEO2 Adopt creative and innovative practices to solve real-life complex

problems.

PEO3 Be a lifelong learner and contribute effectively to the betterment of the

society.

PEO4 Be effective and inspiring leader for fellow professionals and face the

challenges of the rapidly changing multi-dimensional, contemporary

world.



4. Programme Outcomes (POs) PO1:

Computational Knowledge (CK)

Demonstrate competencies in fundamentals of computing, computing

specialisation, mathematics, and domain knowledge suitable for the

computing specialisation to the abstraction and conceptualisation of

computing models from defined problems and requirements.

PO2:

Problem Analysis (PA)

Identify, formulate, and analyze complex real-life problems in order to

arrive at computationally viable conclusions using fundamentals of

mathematics, computer sciences, management and relevant domain

disciplines.

PO3: Design and Development of Solutions (DDS)

Design efficient solutions for complex, real-world problems to design

systems, components or processes that meet the specifications with

suitable consideration to public health, and safety, cultural, societal, and

environmental considerations.

PO4: Conduct Investigations of Complex Computing Problems (CICP)

Ability to research, analyze and investigate complex computing problems

through design of experiments, analysis and interpretation of data, and

synthesis of the information to arrive at valid conclusions.

PO5: Modern Tool Usage (MTU)

Create, select, adapt and apply appropriate technologies and tools to a

wide range of computational activities while understanding their

limitations.

PO6: Professional Ethics (PE)

Ability to perform professional practices in an ethical way, keeping in

mind cyber regulations & laws, responsibilities, and norms of

professional computing practices.



PO7: Life-Long Learning (LLL)

Ability to engage in independent learning for continuous self-

development as a computing professional.

PO8: Project Management and Finance (PMF)

Ability to apply knowledge and understanding of the computing and

management principles and apply these to one’s own work, as a member

and leader in a team, to manage projects in multidisciplinary

environments.

PO9: Communication Efficacy (CE)

Ability to effectively communicate with the technical community, and

with society at large, about complex computing activities by being able to

understand and write effective reports, design documentation, make

effective presentations, with the capability of giving and taking clear

instructions.

PO10: Societal and Envoirnmental Concern (SEC)

Ability to recognize and assess societal, environmental, health, safety,

legal, and cultural issues within local and global contexts, and the

consequential responsibilities applicable to professional computing

practices.

PO11: Individual & Team Work (I&T)

Ability to work in multi-disciplinary team collaboration both as a

member and leader as per need.

PO12: Innovation and Entrepreneurship (I&E)

Ability to apply innovation to track a suitable opportunity to create value

and wealth for the betterment of the individual and society at large.



5. Institutional Policy for Students’ Conduct The following guidelines shall be followed:-

5.1 All the students in their introductory Lab. shall be assigned a system, which

shall be their workplace for the complete semester. Students can store

records of all their Lab. assignments on their individual workstations.

5.2 Introductory Lab. shall include an introduction to the appropriate

software/tool, followed by a basic Introductory Assignment having Practice

Questions. All the students are expected to complete this assignment within

a week time, as the same shall be assessed through a lab. test.

5.3 Each week the instructor, in parallel to respective topics covered in the

theory lecture, shall assign a set of practical problems to the students in form

of Assignments (A, B, C, .....). The problems in these assignments shall be

divided into two parts. The first set of Problems shall be compulsory for all

the students and its record need to be maintained in the Prcatical File,

having prescribed format, as given in Appendix-A. All the students should

get the weekly assigntment checked and signed in the Practical File by the

respective teacher in the immediate succeeding week. The second sets of

problems are Advanced Problems and shall be optional. Student may solve

these advanced problems for their further practice.

5.4 Cellular phones, pagers, CD players, radios and similar devices are

prohibited in the classrooms, laboratories and examination halls.

5.5 Laptop-size computers / Tablets may be used in lectures for the purpose of

taking notes or working on team-projects.

5.6 The internal practical exam shall be conducted towards the end of the

semester and shall include the complete set of Lab exercises conducted as

syllabus. However, students shall be assessed on continuos basis through

overall performances in regular lab tests, both announced and surprise and

viva-voce.



5.7 The respective faculty shall prepare and submit sufficient number of

practical sets of computing problems to the Dean (Examinations), atleast two

weeks prior to the actual exam. It is the responsibility of the faculty to

ensure that a set should not be repeated for more than 5 students in a given

batch.

5.8 The exam shall be of 3 hours duration where the student shall be expected to

implement solutions to his/her assigned set of problems on appropriate

software tools in the lab.

5.9 Once implemented, student shall also appropriately document code

implemented in the assigned answer sheets, which shall be submitted at the

end of the examination. All the students shall also appear for viva-voce

examination during the exam.

5.10 Co-operate, Collaborate and Explore for the best individual learning

outcomes but copying or entering into the act of plagiarism is strictly

prohibited.

6. Learning Outcomes of Laboratory Work The student shall demonstrate the ability to:

Verify and Implement the concepts and theory learnt in class.

Code and use Software Tools to solve problems and present their optimal

solutions.

Apply numerical/statistical formulas for solving problems/questions.

Develop and apply critical thinking skills.

Design and present Lab as well as project reports.

Apply appropriate methods for the analysis of raw data.

Perform logical troubleshooting as and when required.



Work effectively as a member of a team in varying roles as need be.

Communicate effectively, both oral and written.

Cultivate ethics, social empathy, creativity and entrepreneurial mindset.

7. Course/Lab Outcomes (COs) CO1 Apply object-oriented thinking approach to analyze and design real world

case studies.(BTL3)

CO2 Create UML diagrams for analysis and system architecture stage of system development using UML framework based tool.(BTL6)

CO3 Stimulate further software design and development in the light of object-orientation by appropriate modeling and documentation of each stage.(BTL3)

CO4 Devise construction & testing framework and maintenance model diagrams on various case study assignments.(BTL5)

CO5 Work in teams, based on agile roles, to design practical solutions for the real-life case studies using UML artifacts.(BTL6)

8. Mapping of COs with POs Table 1: Mapping of COs with POs

PO/CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 CO1 3 2 2 - 3 3 - - 2 3 - -

CO2 3 3 3 - - 3 - - - 3 - -

CO3 3 3 3 - - 3 - - 2 3 - -

CO4 3 3 3 3 - 3 2 2 3 3 3 -

CO5 3 3 2 3 3 1 2 - 3 3 3 -



9. Course/Lab Description Course (Lab) Title : Object Oriented Analysis and Design Lab

Course (Lab) Code : MCA-258

Credits : 01

Pre-requisites : A computer with Rational Rose Enterprise version, basics of mathematics, basic logic building skills.

Academic Session : January to June

Contact Hours/Week : 02 (01 Lab of 02 hours each/Week)

Internal Assessment : 40 Marks

External Assessment : 60 Marks

10. Grading Policy Item Points Marks Remarks

Weekly Lab Assignments including Practical Files

10 10 Closed Book/Open Book

Internal End-Term Practical Examination

20 10 Closed Book

Viva-Voce 10 10 Closed Book

Project 10 10 Innovative Applications of Programming

External End-Term Examinations

60 60 Closed Book (conducted and evaluated by the University)

Total 100



11. Lesson Plan Week No.

Lab No.

Topics / Concepts to be Covered Reference of Lab

Manual

1. 1. Basic hands-on for modeling UML concepts on Rational Rose Enterprise Version

Assignment – A (Problem AP1 To

AP4)

2. 2. Identification and development of Use Case

Diagrams and Use Case Descriptions


AP8)

3. 3. Development of Problem Domain Object Model


AP11)

4. 4. Buffer reserved for revision Assignment - A

5. 5. Implementing System Architecture through

development of Analysis Model

Assignment – B (Problem BP1 To

BP3)

6. 6. Real life case studies on Analysis Model


BP6)

7. 7. Development of State Transition Diagram to

introduce dynamism in static modeling


BP9)

8. 8. Buffer reserved for revision Assignment – B

9. 9. Introduction to identification of entity and

operational classes in Class Relationship Modeling

Assignment C (Problem CP1 To

CP5)

10. 10. Development of Class Diagram, CRC Cards and

Code Generation from Class Diagram

Assignment – C (Problem CP6 To

CP9)

11. 11. Implementing System Design Model through

development of Activity Diagram

Assignment – D (Problem DP1 To

DP4)



Week No.

Lab No.

Topics / Concepts to be Covered Reference of Lab

Manual

12. 12. Implementing System Construction through

development of Sequence Diagram

Assignment – D (Problem DP5 To

DP8)

13. 13. Buffer reserved for revision Assignment C – D



12. Assignments Assignment Set: A

Objectives of the Assignment:

• Imparting knowledge of of object oriented analysis and design fundamentals.

• Acquianting students with the concepts of system requirement and architecture

modelling.

• Modelling UML concepts on Rational Rose Enterprise Version.

CO/BTLCovered: CO1 & CO2 /BTL2 & BTL3

Problems:

AP1 Develop an IEEE standard SRS document of a Simple Answering Machine.

AP2 Consider the concept of risk management in the answering machine and

develop a project plan for the same.

AP3 Priortize requirements from the following scenario and design a Requirement

Engineering Plan for an HD TV System. Some of the requirements are non-

functional and so won’t become use cases.

a) Requirement 1- The user shall be able to turn the system on at the press

of a button either on the system itself, or by means of a remote control.

b) Requirement 2- The user shall be able to change the channel at the press

of a button either on the system itself, or by means of a remote control.

c) Requirement 3- The System shall be tunable to any broadcast channel at

the press of a button either on the system itself, or by means of a remote

control.

d) Requirement 4- The System shall have a built-in tuner as well as being

capable of connecting to an external tuner.

AP4 Create a Use-Case Diagram based on the functional requirements identified in

the case of a High Definition Television Systems.

AP5 Formulate Use Case Descriptions for 5 major use cases identified for HD TV

Systems



AP6 Create use cases for billing system of Hurry’s Store Stock Control System that

is a grocery store in the west coast of US.

AP7 Formulate Use Case Descriptions for 5 major use cases identified for Hurry’s

Store Stock Control System that is a grocery store in the west coast of US.

AP8 Create conceptual classes and identify domain objects for Library Management

System.

AP9 Develop a domain model as an extension of the Library Management System

case study based on the domain objects identified earlier.

AP10 Identity the conceptual classes and develop a domain model for Medicine

Inventory Management of a Hospital Management System.

AP11 Identify all actors (primary/secondary) and use cases for the billing and

invoice module of Hospital Management System.

Advanced Problems:

AA1 Develop an IEEE standard SRS document, project plan, identify Use Cases and

develop the Use Case model for Jan Kalyan Health Care Center. The pharmacy

operates upon the requirement set mentioned below.

a) Patient can arrange and cancel appointment with physician using

scheduler.

b) Physician decides to prescribe medication for patient upon examination.

c) Physician specifies Drug Info: Medication Name, Dosage Amount, and

number Doses & Refills in the prescription.

d) Computer cross-checks for conflict between medication and current

medications/medical history prescription forwarded electronically to

pharmacy or else printed for patient.

AA2 Consider a Computer Email System.

1. Identify domain objects for the system. Connect those domain objects

by relations and develop a domain model.

2. Identify actors for email system. Explain the relevance of each actor

3. One use case is to get email. List four additional use cases at a

comparable level of abstraction. Describe each use case with exceptional

flow.



4. Prepare a Use case Diagram for a computer email system.

5. Formulate Use Case Descriptions for 5 major use cases identified.

AA3 Formulate a domain model by identifying domain objects for Medicine

Inventory Management module and connecting those domain objects by

relevant relations.

Assignment Set: B


• Acquanting students with the base concepts of extending requirements model to

analysis model.

• Imparting skills to identify and analyze software system by the means of real life

case studies.

• Modelling UML concepts on Rational Rose Enterprise Version.

CO/BTLCovered: CO1 & CO2 /BTL2 & BTL3

Problems:

BP1 Analyze the structural components and design the application architecture of a

mailing system like Gmail.

BP2 Extend the analysis framework of Gmail and list down all functional and non-

functional requirements of the system that constitute basis for system

requirement model.

BP3 Create an Analysis model of Book Bank Management section of the library

management system.

BP4 Create a state transition diagram depending on the analysis objects identified

for the Book Bank Management section of the library management system.

BP5 Draw state transition diagrams for a browser based training system that is

used to conduct online training exams like OCJP, MCP, CCNA certifications.

BP6 Analyze the different states of a recycling machine and draw a state transition

diagram for the same.

BP7 Create a requirements model for an online reservation system for booking

train tickets.



BP8 Create a state transition diagram for an e-voting system for Delhi University

student elections.

BP9 Develop in relation the analysis and requirement model for online aadhar

registration system.

Advanced Problems:

BA1 Develop an Analysis model, Requirement Model and State Transition Diagram

for a Movie ticket vending with the following postulates-

a) The movie theater that will use the machine has only one movie and

one show time each day.

b) Ticket machine will ask for the name of the movie, the ticket price that

day and how many seats are in the theater.

c) When a customer walks up to the ticket machine, he will see the name

of the movie, the time, and the ticket price displayed.

d) There is a slot to insert money, a keypad of buttons to enter a number

into the "Number of Tickets" field, and a "Buy" button.

e) Printed tickets come out of a slot at the bottom of the machine. Above

the ticket slot is a message display.

An additional display shows the customer's balance inside the machine.

Finally, there is a ‘Return Change’ button so the customer can get his unspent

money back.

BA2 Analyze the case of UweFlix cinema system with following feature set and

depict the analysis model, requirement models and state transition diagram as

expected-

a) The famous and fictitious UweFlix cinema on Frenchay Campus has a

limited ticketing system in place currently.

b) The goal of the Cinema Booking system is to enable customers

(students, staff and their families) to purchase cinema tickets in advance

of the showing while still offering customers the traditional purchase of

tickets on entry to the cinema requirement.



Assignment Set: C


• Acquainting students with the concept of class relationship modelling

• Inculcating the ability to identify classes, associations and real life mappings into

CRMs.

• Imparting skills to construct CRC cards and generate code on basis of class

diagrams.

CO/BTLCovered: CO2 & CO4/BTL5 & BTL6

Problems:

CP1 Construct relationship modelling for each of the following collections of

objects and describe how they could be distinguished

a) All telephones in the world for making telephone call

b) All persons in the world for the purpose of criminal investigation

c) All persons in the world for the purpose of sending mail

d) All customers with safe deposit boxes in a given bank

e) All lunch boxes for delivery in a ‘Dabbawala’ system

CP2 Discuss what the objects in each of the following list have in common in

respect to class relationship modelling attributes for

generalization/specialization.

a) Scanning electron microscope, eyeglasses, telescope, bomb sight,

binoculars

b) Bicycle, sailboat, car, truck, airplane, glider, motorcycle, horse

c) Square root, exponential, sine, cosine

d) Pen, pencil, eraser, scale

e) Bat, ball, gloves, wickets, umpire

CP3 Create class diagram to represent the following scenarios-

a) Vehicle possessing wheels

b) Countries and their heads of state

c) A student taking course in a school

d) People registering for fitness activities at a gym



CP4 Elaborate for each of the following associations, indicate whether it should be

an ordinary association, a standard aggregation, a composition, a dependency

a) A telephone and its handset

b) A School and its teachers

c) A book and its chapter

d) A JDBC library and java class

e) A system installing MS Office startup files

CP5 Analyze the following Scenario for an Order Management System and draw

class diagram

a) An Order is ordered by a Customer.

b) An Order is fulfilled by an Employee.

c) An Order is paid via a Payment Method.

d) An Order is shipped via an Address belonging to the Customer who is

the buyer.

e) An Order is composed of Order Items.

CP6 Generate code in Java language on the basis of class diagram developed for an

Order Management System.

CP7 Construct CRC (Class Relationship Cards) for class diagram developed for an

Order Management System.

CP8 Generate code in Java language on the basis of class diagram developed for an

online air booking system.

CP9 Construct CRC (Class Relationship Cards) for class diagram developed for an

online air booking system.

Advanced Questions:

CA1 Analyze the following scenario for an e-check in an airline travel, identify

classes, associations and draw a Class Diagram, generate code and create CRC

Cards for the scenario-

a) An e-check in functionality in a flight system enables passengers to

check in to the system and reserve their seats before reaching the

airport.



b) It also issues a boarding pass. Post a successful check-in, a passenger is

to just go to the airline terminal and drop baggage.

c) E-check in involves validating flight details for passengers,

authenticating passengers and allowing them to choose their meals and

seats.

d) If a passenger wants an upgrade of class (economy to business) the

portal has provision for that as well.

e) If a transit visa is required in case of flight layover on an intermediate

airport, the check in portal will assist the passenger in the same.

One airline carrier has an e-check portal for its domestic as well as

international flights.

CA2 Analyze the following scenario for an university management system, identify

classes, associations and draw a Class Diagram generate code and create CRC

Cards for the scenario-

a) In a university there are different classrooms, offices and departments.

A department has a name and it contains many offices. A person

working at the university has a unique ID and can be a professor or an

employee.

b) A professor can be a full, associate or assistant professor and he/she is

enrolled in one department.

c) Offices and classrooms have a number ID, and a classroom has a

number of seats.

d) Every employee works in an office.

CA3 Generate code for the scenario of Library Management System based on its class diagram.

CA4 Construct CRC (Class Relationship Cards) for class diagram developed for a Library Management System.

CA5 Generate code in Java language on the basis of class diagram developed for a University Management System

Assignment Set: D


• Acquainting students with the skill to identify and model data flow dynamism



in processes.

• Imparting knowledge to construct interaction level diagrams in UML modelling

on rational rose enterprise version.

CO/BTLCovered: CO3 & CO4/BTL3 & BTL5

Problems:

DP1 Develop an activity diagram for a student grading system with which teachers

can record and update grades of students. Teachers should also be able to

distribute report cards. Here is a complete list of the requirements for the

system:

a) A teacher can record grades. Whenever grades are recorded, they are

also saved to disk.

b) A teacher can update grades. Whenever grades are updated, the

existing grade is loaded. Then the updated grade is saved to disk.

c) A teacher, a registrar, and/or a student can view grades.

d) Whenever any of these people view grades, they must always log on to

the system. If their log on fails, they must re-authenticate their user

name and password.

e) A part-time student is a kind of student.

f) A registrar can generate report cards.

g) A teacher can distribute report cards.

DP2 Draw a sequence diagram for attendance upload module for a Student

Information System.

DP3 Construct an activity diagram for the following modules for a Social

Networking Website-

a) Friend Request Module

b) Messenger Module

c) Friend Search Module

d) Post Activity Module

e) Share Activity Module

DP4 Draw a sequence diagram for the following modules of an online food



ordering system-

a) Food Booking

b) Payment

DP5 Construct an activity diagram for the following functionalities of an interactive

graphics editor-

a) Create and edit drawings composed of lines, rectangles, ellipses and

text Tools control the mode of operation of the editor

b) The text creation tool: the position of the first character of the text is

determined by where the user clicks the mouse button.

c) The line creation tool creates a line from the start point to the stop point.

DP6 Construct sequence diagrams for book issue and return modules of a public

library automation system.

DP7 Construct an activity diagram for the following scenario-

There are 5 philosophers and 5 forks around a circular table. Each philosopher has

access to 2 forks, one on either side. Each fork is shared by 2 philosophers. Each fork

may be either on the table or in use by one philosopher. A philosopher must have 2

forks to eat.

DP8 Construct a sequence diagram for the following scenario-

To add/purchase books in a library: students request for a particular title. Librarian

takes help of inventory to find out if sufficient book copies are available. If not,

librarians consult a professor for approval of purchase of additional copies for that

title. If approved librarian orders supplier for book copies. On arrival of book copies

the student and professor are notified. While books are being added, student

can/may/ will issue other books if needed. Inventory is updated on arrival of book

copies and payment is issued against bill by librarian.

Advanced Problems:

DP1 Develop activity and sequence diagrams for the following requirements are for

a product purchase system.

a) The administrator runs inventory reports. Every time inventory reports

are run, inventory

b) Data is loaded from disk.

c) The administrator updates the inventory stock. Every time inventory



stock is updated,

d) Inventory data is loaded from disk. Also, every time inventory stock is

updated, inventory data is saved to a disk.

e) A (general) make-a-sale (hint: meant to be a verb-noun phrase) can be of

two specialized

f) Kinds: (1) make-a phone order sale; and (2) make-a walk-in sale.

g) A sales clerk records the make-a-walk-in sales.

h) A telephone operator, a specialized kind of a sales clerk, handles and

records all make-a

i) Phone orders.

j) Whenever there is a make-a-sale, the inventory stock is updated.

k) A sale may need to verify a credit card if the purchase is a credit card

purchase.

l) A sale may need to verify a check if the purchase is a check purchase.

DP2 Develop activity and sequence diagrams for the following system. Hurry's

require a new point of sale and stock control system for their many stores

throughout the UK to replace their ageing mini based systems. A sales

assistant will be able to process an order by entering product numbers and

required quantities into the system. The system will display a description,

price and available stock. In-stock products will normally be collected

immediately by the customer from the store but may be selected for delivery to

the customer's home address for which there will be a charge. If stock is not

available the sales assistant will be able to create a backorder for the product

from a regional warehouse. The products will then either be delivered direct

from the regional warehouse to the customer's home address, or to the store

for collection by the customer

**********



APPENDIX-A

Template for the Index of Lab File

WEEK NO.

PROBLEMS WITH DESCRPTION PAGE NO.

SIGNATURE OF THE

TEACHER WITH DATE

1 AP1

AP2

AP3

2 AA1

AA2

AA3

3 BP1

BP2

BP3

BP4

Note: The students should use Header and Footer mentioning their roll no. & name in header and page no. in footer

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