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    Model Question Paper-1 With Effect From 2020-21 (CBCS Scheme)

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    The document provides a model question paper for a Unix Programming exam with 10 questions across 5 modules. It includes: 1) 10 questions with 3 parts each that assess different cognitive levels based on Bloom's taxonomy, ranging from basic recall to analysis and evaluation. 2) Details on the course outcomes and program outcomes mapped to each question. 3) Explanations of Bloom's taxonomy levels and how they relate to question types. 4) Guidance for students on choosing questions covering all modules and cognitive levels.

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    Model Question Paper-1 With Effect From 2020-21 (CBCS Scheme)

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    study material
    83 views3 pages
    The document provides a model question paper for a Unix Programming exam with 10 questions across 5 modules. It includes: 1) 10 questions with 3 parts each that assess different cognitive levels based on Bloom's taxonomy, ranging from basic recall to analysis and evaluation. 2) Details on the course outcomes and program outcomes mapped to each question. 3) Explanations of Bloom's taxonomy levels and how they relate to question types. 4) Guidance for students on choosing questions covering all modules and cognitive levels.

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    18IS56

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    The document provides a model question paper for a Unix Programming exam with 10 questions across 5 modules. It includes: 1) 10 questions with 3 parts each that assess different cognitive levels based on Bloom's taxonomy, ranging from basic recall to analysis and evaluation. 2) Details on the course outcomes and program outcomes mapped to each question. 3) Explanations of Bloom's taxonomy levels and how they relate to question types. 4) Guidance for students on choosing questions covering all modules and cognitive levels.

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    83 views3 pages

    Model Question Paper-1 With Effect From 2020-21 (CBCS Scheme)

    Uploaded by

    study material
    The document provides a model question paper for a Unix Programming exam with 10 questions across 5 modules. It includes: 1) 10 questions with 3 parts each that assess different cognitive levels based on Bloom's taxonomy, ranging from basic recall to analysis and evaluation. 2) Details on the course outcomes and program outcomes mapped to each question. 3) Explanations of Bloom's taxonomy levels and how they relate to question types. 4) Guidance for students on choosing questions covering all modules and cognitive levels.

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    of 3

    18CS56

    Model Question Paper-1 with effect from 2020-21 (CBCS Scheme)


    USN

    Fifth Semester B.E. Degree Examination


    Unix Programming
    TIME: 03 Hours Max. Marks: 100

    Note: 01. Answer any FIVE full questions, choosing at least ONE question from each MODULE.

    Module – 1
    With a neat diagram, explain the kernel and shell relationship in UNIX operating
    (a) 8
    System.
    Explain the following commands with example:
    Q.1 (b) 6
    i)cat ii)printf iii)who
    Differentiate between Internal and External commands in UNIX operating system
    (c) 6
    with example.
    OR
    (a) Explain the salient features of Unix Operating System. 8
    (b) Explain different types of files supported in UNIX. 6
    Q.2
    With the example, explain the following commands.
    (c) 6
    i)man ii)pwd iii)od
    Module – 2
    (a) Explain the use of chmod command to change file permission using both absolute and 8
    relative methods
    (b) Explain ls Command with all the options. 6
    Q.3
    Define Wild Cards? Explain various shell wild cards with suitable example. 6
    (c)
    OR
    (a) Explain grep command with all its options. 8

    (b) Explain the three standard files in UNIX. 6


    Q.4
    Explain if and While control statements in shell scripts with suitable program 6
    (c)
    Module – 3
    Q.5 (a) Explain how mknod and mkfifo APIs are used to create device and FIFO file 8
    18CS56
    Explain with a neat diagram how process can be initiated and how process can be 8
    (b)
    terminated.
    OR
    (a) Explain setjmp and longjmp APIs with an example 8
    (b) Explain wait and waitpid APIs with their prototype. Mention the differences between 8
    Q.6 wait and waitpid
    Module – 4
    (a) Explain setuid and setgid functions with example and explain various ways to change 8
    user IDs
    (b) What are pipes? What are its limitations? Write a program to send data from parent to 8
    Q.7 child over a pipe.
    OR
    (a) Explain popen and pclose functions with example. 8

    Q.8 What is a FIFO? With a neat diagram explain client server communication using FIFO. 8
    (b)

    Module – 5
    (a) Define Signal? Explain sigaction API with demonstrating program. 8
    Explain Daemon characteristics and coding rules 8
    (b)
    Q.9

    OR
    (a) Explain Sigsetjmp and siglongjmp APIs with example. 8
    (b) What are daemon processes? Explain with a neat diagram the error logging facility for 8
    Q.10 a daemon process.
    18CS56

    Table showing the Bloom’s Taxonomy Level, Course Outcome and Programme
    Outcome

    Question Bloom’s Taxonomy Level Course Programme Outcome


    attached Outcome
    Q.1 (a) L2 CO1 PO1,PO3,PO4,PO5,PO12
    (b) L3 CO1 PO1,PO3,PO4,PO5,PO12
    (c) L1 CO1 PO1,PO3,PO4,PO5,PO12
    Q.2 (a) L2 CO1 PO1,PO3,PO4,PO5,PO12
    (b) L2 CO1 PO1,PO3,PO4,PO5,PO12
    (c) L3 CO1 PO1,PO3,PO4,PO5,PO12
    Q.3 (a) L3 CO1 PO1,PO3,PO4,PO5,PO12
    (b) L2 CO1 PO1,PO3,PO4,PO5,PO12
    (c) L2 CO2 PO2,PO3,PO4,PO12
    Q.4 (a) L2 CO1 PO1,PO3,PO4,PO5,PO12
    (b) L2 CO1 PO1,PO3,PO4,PO5,PO12
    (c) L3 CO2 PO2,PO3,PO4,PO12
    Q.5 (a) L2 CO3 PO3,PO4,PO5,PO12
    (b) L2 CO3 PO3,PO4,PO5,PO12
    Q.6 (a) L2 CO3 PO3,PO4,PO5,PO12
    (b) L2 CO3 PO3,PO4,PO5,PO12
    Q.7 (a) L2 CO3 PO3,PO4,PO5,PO12
    (b) L3 CO4 PO1,PO3,PO4,PO5,PO12
    Q.8 (a) L2 CO3 PO3,PO4,PO5,PO12
    (b) L2 CO4 PO1,PO3,PO4,PO5,PO12
    Q.9 (a) L3 CO3 PO3,PO4,PO5,PO12
    (b) L2 CO4 PO1,PO3,PO4,PO5,PO12
    Q.10 (a) L2 CO4 PO1,PO3,PO4,PO5,PO12
    (b) L2 CO4 PO1,PO3,PO4,PO5,PO12

    Lower order thinking skills


    Bloom’s Remembering( Understanding Applying (Application):
    Taxonomy knowledge):𝐿1 Comprehension): 𝐿2 𝐿3
    Levels Higher order thinking skills
    Analyzing (Analysis): 𝐿4 Valuating (Evaluation): 𝐿5 Creating (Synthesis): 𝐿6

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