DEPARTMENT:
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Computer
Science
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SUBJECT CODE/ COURSE TITLE: |
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CS 633 (Data Communications and Networks) |
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CLASS HOURS: |
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3 Hours per Week |
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CREDITS: |
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3 |
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PREREQUISTE: |
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TEXTBOOKS: |
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Computer Networks and Internets, 5th
Edition by D. Comer/ Pearson Prentice Hall/ 2009 |
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REFERENCE: |
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Internet. Data communications and networking magazines and journals |
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SEMESTER: |
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Spring 2011 |
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Instructor: |
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Dr. A. Joseph |
Course
Description: An introduction to data communications and network
structures as major components of current telecommunications and computer
systems; data, voice and video signals, information transmission, network
building blocks; study of telecommunication facilities and services from
economic and technical perspectives; multiplexing and concentration strategies;
data link protocols; design methodology for quantitative evaluation of network architectures
to meet response time and throughput requirements to support network applications;
examples of current network applications such as OSI, TCP/IP and Ethernet LANs.
PROFESSOR’S PROFILE
Professor:
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Dr. A. Joseph
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Office:
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Telephone: |
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212 346 1492 |
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Email: |
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Office Hours: |
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Monday (NYC) 9:00am – 2:00pm |
COURSE PROFILE
EVALUATION
AND ASSESSMENT
Grading Policy
Final examination:
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45%
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In-class examinations (6 -- 20 minutes exams): |
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35% [best 5
of 6] |
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In class student participation and contribution: |
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4% |
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Project and project presentation: |
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16% (4% for
presentation) |
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Extra credit assignment (Optional): Note: Only for students who are otherwise
fulfilling all the course requirements. |
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10% (Due week 12 and no later) |
Final grade Determination
Above 92%
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90% -- 92% |
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85% -- 89% |
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80% -- 84% |
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75% -- 79% |
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70% --74% |
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65% -- 69% |
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Below 65% |
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Note: Grade is
computed to the nearest whole number. |
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Learning Objectives and Outcomes
Students are expected to accomplish the following learning
objectives and attained the corresponding outcomes by the end of the course.
Objective #1
Students will
obtain a solid grounding of the concepts of data communications, networking,
protocols and standards, networking models.
Outcomes
a. Show clear understanding of the basic concepts of data
communications including the key aspects of networking and their
interrelationship as well as protocol suites and the layered concept.
b. Able to intelligently compare and contrast local area
networks and wide area networks in terms of characteristics and
functionalities.
c.
Demonstrate an
understanding of the significance and purpose of protocols and standards and
their key elements and use in data communications and networking.
d. Understand the purpose of network models and able to
compare and contrast Open System Interconnect (OSI) and the Internet Model.
e.
Able to
differentiate among and discuss the four levels of addresses (physical,
logical, port, and specific) used by the Internet TCP/IP protocols.
f.
Able to clearly
discuss different Internet services and applications as well as the client
server model, the concept of transfer protocol, and socket API with their
implications.
Objective #2
Students will get
a sound knowledge of the physical layer – its structure, functions and
services, and control over the transmission medium as well as its relationship
to the data link layer.
Outcomes
a. Demonstrate the ability to discuss the relationship
between data and signals as well as distinguish among and discuss their types,
behavior, properties, characterization, and transmission.
b. Able to explain how noise, attenuation, and distortion
affect signal traveling through a transmission medium; discuss the factors
affecting data rate as well as the theoretical limits on data rate over a
noiseless and a noisy channel; and show clear understanding of the different
performance measures including bandwidth, throughput, latency,
bandwidth-latency product, and jitter.
c.
Demonstrate clear
understanding of the different schemes and techniques use to convert digital
data and analog signals to digital signals for parallel and serial
transmission.
d. Show clear and unambiguous understanding of the
process, methods, and the procedures involved in converting digital data and
analog low-pass to low-pass analog signals.
e.
Able to
distinguish between and compare the main categories of transmission media as
well as can compare and contrast their subcategories twisted pair, coaxial
cable, fiber optic cable, radio wave, microwave, and infrared wave.
f.
Can effectively
discuss that bandwidth utilization is goal-oriented and involves tradeoffs by
showing that multiplexing efficiently use bandwidth while spread spectrum
inefficiently use bandwidth to ensure privacy and antijamming.
g.
Able to
differentiate between circuit-switching, message-switching, and
packet-switching as well as can compare and contrast circuit-switching and
packet-switching networks in terms of the processes required for use,
efficiency, and delay.
h. Able to compare and contrast the data transmission
modes: serial and parallel as well as synchronous, asynchronous, and
isochronous with relevant examples.
Objective #3
Students will
develop team-building, social, and organizational skills that they can further
develop in other classes and in their professional careers.
Outcomes
a. Demonstrate an ability to work effectively in teams.
b. Demonstrate the ability for effective verbal and
written communication
Objective #4
Students will get
a clear understanding of the functions and services provided by the data link
layer including framing, addressing, flow control, error control, logical link
control, media access control, and protocols; and the data link relationship to
the physical and network layer.
Outcomes
a. Able to distinguish between the different types of bit
errors and can explain the concept of bit redundancy and how it is generally
achieved in the facilitation of error detection and the main methods of error
correction.
b. Illustratively explain the concept of Hamming
distance, and the significance of the minimum Hamming distance and its
relationship to errors as well as detection and correction of errors in block
codes.
c.
Can clearly
explain the reason for the relatively widespread use of linear block codes as
well as distinguish between and compare and contrast parity check codes and
Hamming codes.
d. Show clear understanding of the concept, advantages,
and analysis of cyclic codes including their algebraic representation;
demonstratively explain the design and implementation of cyclic redundancy
check; and able to compare and contrast cyclic redundancy check and checksum in
terms of implementation and performance.
e.
Understand the
basic difference between data logical link control and media access control;
can discuss logical link control with reference to framing, flow and error control,
software implemented protocols (for the noiseless and noisy channel) to
facilitate reliable inter-node transmission of frames; and show the ability to
compare and contrast high-level data link control protocol and point-to-point
protocol.
f.
Demonstrate clear
and unambiguous understanding of the conceptual difference between the three
main classes of multiple access protocols used at the media access control
sublayer of the data link layer and show the ability to identify the
similarities and differences among protocols in the same class.
g.
Use examples to
demonstrate knowledge and clear understanding of multi-access protocols as well
as static and dynamic channel allocations
Tentative
Examination Schedule:
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Course Section |
In-class examination Dates |
Project Due date |
Final Examination Date |
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CS 633 CRN: 21374 |
2/10, 2/24, 3/10, 3/31, 4/14, 4/28 |
April 14, 2010 |
May 5, 2011 |
Note 1: In general, the
lessons will highlight inquiry-based lecture-discussion and may include
storytelling. The central focus of the course will be critical thinking and
problem-solving. To get the most out of the course, each student is expected to
study the reading assignments and genuinely attempt each homework problem
before coming to class. The idea is to come to class ready with questions about
and ideas relating to the course materials and associated problems.
Note 2: In the interest
of learning, it is very important to
come to class prepared to learn – do all required assignments. Failure to do so
could diminish your ability to get the most out of each lesson and the class.
Remember that learning is action oriented. That is, it is not enough to come to class to listen to what others have to say.
You should come to class prepared to become involve in all aspects of classroom activities because learning is an active process.
Note 3: It is very
important you read and familiarize yourself with SCSIS Statement of Student Responsibilities (see Blackboard).
TOPICS
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Weeks |
Topics
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Assignments
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1 |
Introduction: Growth of
computer networking; why networking seems complex; the five key aspects of
networking; public and private parts of the Internet; networks,
interoperability, and standards; protocol suites and layering models; how
data passes through layers; headers; ISO and the OSI seven layer reference
model; and the inside scoop. |
Problems: chapter 1/ 2, 4, 5, & 7-14 |
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2-3 |
Internet Applications : Two basic
Internet communication paradigm; connection-oriented communication;
client-server model of interaction; characteristics of client and server;
server programs and server-class computers; multiple clients and multiple
servers; server identification and demultiplexing; concurrent servers;
peer-to-peer interactions; network programming and the socket API; sockets,
descriptors, and network I/O; parameters and the socket API; application
layer protocols; representation and transfer; web protocols; document
representation with HTTP; uniform resource allocations (URLs) and hyperlinks;
web document transfer with HTTP; caching with browsers; browser architecture;
file transfer protocol (FTP); FTP communication paradigm; electronic mail;
simple mail transfer protocol (SMTP); Internet service providers (ISPs), mail
servers; and mail access; mail access protocols (POP, IMAP); email
representation standards (RFC 2822 and MIME); domain name system (DNS);
domain name that begins with WWW; DNS hierarchy and server model; name
resolution; caching in DNS servers; types of DNS entries; aliases and cname
resource records; abbreviations and the DNS; internationalized domain names;
and extensible representations (XML). |
Problem: Chapter 3/ 1-11, & 17-19. Chapter 4/ 1-22, & 30 |
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4 |
Information Sources and signals: information
sources; analog and digital signals; periodic and aperiodic signals; sine waves
and signal characteristics; composite signals; importance of composite
signals and sine functions; time and frequency domain representation;
bandwidth of an analog signal; digital signal signals and signal levels; baud
and bits per second; converting a digital signal to analog; synchronization
and agreement about signals; line coding; Manchester encoding used in
computer networks; converting an analog signal to digital; Nyquist theorem
and sampling rate; encoding and compression; Nyquist and Shannon limits); and
performance (bandwidth, throughput, latency, bandwidth-latency product, and
jitter). |
Problems: chapter 6/1-22. |
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5 |
Transmission Media: Guided media
(twisted pair, coaxial, and fiber optic cables) and unguided (or wireless)
media (radio waves, microwaves, and infrared) transmission; taxonomy by forms
of energy; background radiation and electrical noise; twisted pair copper
wiring; shielding – coaxial and shielded twisted pair; categories of twisted
pair cable; media using light energy and optical fibers; types of fiber and
light transmission; optical fiber compared to copper wiring; infrared
communication technologies; point-to-point laser communication;
electromagnetic (radio) communication; signal propagation; types of
satellites; GEO communication satellites; GEO coverage of the earth; low
earth orbit (LEO) satellites and clusters; tradeoffs among media types
including transmission impairment (attenuation, distortion, and noise);
measuring transmission media and data rate (noiseless channel – Nyquist bit
rate, noisy channel – Shannon capacity); effect of noise on communication
including Nyquist and Shannon limits; performance (bandwidth, throughput,
latency, bandwidth-latency product, and jitter); and significance of channel
capacity. |
Problems: chapter 7/ 1-25. |
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6 |
Reliability and Channel Control: Three main
sources of transmission errors; effect of transmission errors on data; two
strategies for handling channel errors; block and convolutional error codes;
example block error code --single parity checking; mathematics of block error
codes and (n, k) notation; Hamming distance – distance among strings in a
codebook; error correction with row and column parity; the 16-bit checksum
used in the Internet; cyclic redundancy check (CRC); an efficient hardware
implementation of CRC; and automatic repeat request (ARQ) mechanisms |
Problems: chapter 8/ 1-17. |
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7-8 |
Transmission Modes, Modulation, and
Modems: taxonomy of transmission modes; parallel and
serial transmission; transmission order – bits and bytes; synchronous,
synchronous, isochronous transmission; RS 232 asynchronous character
transmission; bytes, blocks and frames; simplex, half-duplex, and full
duplex; DCE and DTE equipment; carriers, frequency, and propagation; analog,
modulation schemes; amplitude, frequency, and phase shift modulation; Shannon
theorem; modulation, digital input, and shift keying; phase shift keying;
phase shift key and a constellation diagram; quadrature amplitude modulation;
modem hardware for modulation and demodulation; optical and radio frequency
modems; dialup modems including V.32 and V.32bis dialup ; modems; and QAM
applied to dialup. |
Problems: Chapter 9/ 1-9. Problems: Chapter 10/ 1-1-5 & 7- 10. |
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9 |
Multiplexing and Demultiplexing: Concept of
multiplexing; basic types of multiplexing; frequency, time, wavelength, and
code division multiplexing; using a range of frequencies per channel;
hierarchical FDM; synchronous TDM; framing used in the telephone system
version of TDM; hierarchical TDM; problem with synchronous TDM – unfilled
slots; statistical TDM; and inverse TDM. |
Problems: chapter 11/ 1-10, 13, &15. |
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10 |
Project Submission and Presentation |
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11-12 |
Local Area Networks – Packets, Frames,
and Topologies: Circuit and packet switching; local and wide area
packet networks; standards for packet forma and identification; IEEE 802
model and standards; point-to-point and multi-access networks; LAN
topologies; packet identification, demultiplexing, and MAC addresses;
unicast, broadcast, and multicast addresses; broadcast, multicast and
efficient multi-point delivery; frames and framing; byte and bit stuffing |
Problems: chapter 13/ 1-8, 10-16. |
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13 |
IEEE Mac Sublayer: Taxonomy of
mechanisms for multi-access; static and dynamic channel allocation;
channelization protocols; controlled access protocols; and random access protocols. Review of Final Examination |
Problems: 14/ 1-11. |
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14 |
Final
Examination. |
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Note 1: This course
is structured around freely formed small collaborative groups in a
cooperative learning environment.
Students are encouraged to work together in their respective groups to
form effective and productive teams that share the learning experience within
the context of the course, help each other with learning difficulties, spend
time to get to know each other, and spend time each week to discuss and help
one another with the course work (content and assignments). Each group member is responsible for the
completion and submission of each assignment.
Each group member will be individually graded. |
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Note 2: During the
first class session, student background information will be collected to get
a sense of the diversity of student educational background and an assessment
test will be given to determine students’ knowledge of the subject. |
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Group project: Students in
small groups of two to four will participate in a project or research and
prepare a report that involves the use of a low level or high-level
programming language. In this project,
students will write a program to determine the solution of a technical
problem, and then demonstrate their knowledge and understanding of how the
program is processed in the typical digital computer system. Assignment of grade to individual students
for group project will be based upon their involvement in the following
items: programming, report writing, proofreading and correction of
programming codes and written report, and combinations of the above. |
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Web support: This course
is supported with most or all of the following Blackboard postings: lesson
questions, lessons (PowerPoint), instructions and guidelines pertaining to
the course, computer architecture and related news, group and class
discussions boards, email correspondence about the course, homework
solutions, examination grades, and miscellaneous course related activities
and information. |
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Supplementary materials: Handouts in
class or web postings of current events and issues affecting computer
architecture. Some books that may be
helpful for the course will be posted on Blackboard. |
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In
class group activity and participation: Students are
recommended to bring to class current newsworthy events in computer
organization/architecture and related news to share with the class. Students will inform the class of the news
events and their significance to computing.
Devote 15-20 minutes to this
activity.
The collaborative groups are designed to function
outside of the classroom.
Collaborative group activities will be reinforced inside the class
during the lessons. Student groups are
encouraged to function cohesively and to participate in class activities. Devote 30-45 minutes of each class period
to collaborative group activities. |
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Students are strongly encouraged to download posted
lessons from Blackboard, review them, and should be able to ask intelligent
questions about the material in these lessons. Every effort will be made to present each lesson
using the storytelling format supported with subsequent discussion and
elaboration on the central points of the lesson. The key elements of a story are the following: causality,
conflict, complication, and character. |
The following excerpts about collaborative learning
are from research documents:
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In the university
environment, educational success and
social adjustments 
depend primarily on
the availability and effectiveness of developmental academic support systems.
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Most organized learning occurs in some kind of group group characteristics
and group processes significantly contribute to success or failure in the
classroom and directly effect the quality and quantity of learning within the
group.
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Group work invariably produces tensions that are
normally absent, unnoticed, or suppressed in traditional classes. Students bring with them a variety of
personality types, cognitive styles, expectations about their own role in the
classroom and their relationship to the teacher, peers, and the subject matter
of the course.
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Collaborative
learning involves both management and decision-making skills to choose among
competing needs. The problems
encountered with collaboration have management, political, competence, and
ethical dimensions
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The two key underlying principles of the collaborative
pedagogy are that active student involvement is a more powerful learning tool
than the passive attendance and that students working in groups can make for
more effective learning than students acting alone. The
Favorable outcomes of collaborative learning include greater conceptual
understanding, a heightened ability to apply concepts, and improved
attendance. Moreover, students become responsible for their own
learning is likely to increase their skills for coping with ambiguity,
uncertainty, and continuous change, all of which are characteristics of
contemporary organizations.
Who creates a new activity in the face of risk and
uncertainty for the purpose of achieving success and growth by identifying
opportunities and putting together the required resources to benefit from them?
Creativity is
the ability to develop new ideas and
to discover new ways to of looking at problems and opportunities
Innovation is
the ability to apply creative solutions to those problems and opportunities to
enhance or to enrich people’s lives.
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Each group may be viewed as a small business that is
seeking creative and innovative ways to maximize its product, academic
outcome or average group grade. A
satisfactory product is the break-even group average grade of 85%. Groups getting average grades above 85% are
profitable enterprises. |