Computer Science





CS 634 (Computer Networking and Internet)





3 Hours per Week










CS 633 (Data Communications and Networks)





1.       Tenenbaum and Wetherall/ Computer Networks, 5th Edition/ Pearson Prentice Hall/ 2011


2.       Forouzan/ Data Communications and Networking, 5th Edition/. McGraw-Hill/ 2013.








Networking magazines and journals


Comer/ Internetworking with TCP/IP, 6th Edition/ Pearson Prentice Hall, 2014.




Spring 2015




Dr. A. Joseph



Course Description: This course builds upon CS 633 to examine local area networks, Internetworking via the TCP/IP protocols, and the Internet. The OSI reference model and the TCP/IP protocols form the framework. Topics include: multi-access network strategies; basic traffic and capacity models; LAN standards and the evolution from shared access to switched and wireless Ethernet; LAN internetworking using bridges and routers; routing strategies and congestion in networks; the IP protocol; transport-layer issues and the TCP and UDP protocols; network security, Internet services and applications such as the Domain Name System, FTP, SMTP mail, and the HTTP protocol for the Web.








Dr. A. Joseph



163 Williams St., 2nd floor, Room 231



212 346 1492


Office Hours:


Monday: 11:00am – 3:00pm

Wednesday: 11:00 pm – 12:00 pm







Grading Policy


Final examination:



In-class examinations (5 – 30/40 minutes exams):


36% [best 3 of 4]

In class student participation and contribution:



Project and project presentation:


14%  (4% for presentation)




Extra credit assignment (Optional):


Note: Only for students who are otherwise fulfilling all the course requirements.


10% (Due week 12 and no later)


Final grade Determination


Above 92%

90% -- 92%



85% -- 89%



80% -- 84%



75% -- 79%



65% --74%



Below 65%









Note: Grade is computed to the nearest whole number.



Learning Objectives and Outcomes


Students are expected to achieve the following learning objectives and attained the corresponding outcomes by the end of the course.



Students will understand and can apply the main concepts of computer networking with emphasis on the Internet, Open System Interconnect reference model, and wide and local area networks. 


Expected outcomes

1.       Understand the purpose of networking models and able to compare and contrast Open System Interconnect (OSI) and the Internet Model.

2.       Demonstrate an understanding of the significance and purpose of protocols and standards and their key elements and use in computer networking.

3.       Able to compare and contrast different types protocols including carrier sense multiple access, collision-free, limited contention, and wireless LAN protocols.

4.       Able to differentiate among wired and wireless LANs through examples and can demonstrate knowing how to compare and contrast them regardless of context.

5.       Able to clearly discuss in layman language connection-oriented and connectionless services relative to the types of networks that support them.

6.       Demonstrate through problem-solving or discussion, knowledge of different algorithms used to control congestion and allow efficient routing of data through the network.

7.       Can compare and contrast the different types of computer networks and their interconnection strategies.

8.       Understand the similarities and differences between IP version 4 and IP version 6 protocols relative to the main principles that guide design of the Internet.

9.       Able to solve problems or discuss issues relating to transport layer services and protocols.

10.    Able to explain the main aspects of network performance using appropriate examples.

11.    Able to use appropriate examples to demonstrate knowing the purpose and functions of the different Internet applications including domain name system, electronic mail, World Wide Web, and multimedia.




Tentative Examination Schedule:


Course Section

In-class examination Dates

Project Due date

Final Examination Date

CS 634

CRN: 21760

2/9, 3/9, 4/6, & 4/27/2015

April 20, 2015

May 11, 2015


Academic Expectations and Resources: In order to do well in class students are expected to study 2 to 3 hours per week for every credit hour registered for. Students should also be reminded that some useful academic resources to support students’ success include the following.

Writing Center:

Tutorial Services:

Library Services:

Center for Academic Excellence

Academic Policies and General Regulations.


Academic integrity: Students must accept the responsibility to be honest and to respect ethical standards in meeting their academic assignments and requirements. Integrity in the academic life requires that students demonstrate intellectual and academic achievement independent of all assistance except that authorized by the instructor. The use of an outside source in any paper, report or submission for academic credit without the appropriate acknowledgment is plagiarism. It is unethical to present as one’s own work the ideas, words, or representations of another without proper indication of the source. Therefore, it is the student’s responsibility to give credit for any quotation, idea, or data borrowed from an outside source.


Students who fail to meet the responsibility for academic integrity subject themselves to sanctions ranging from a reduction in grade or failure in the assignment or course in which the offense occurred to suspension or dismissal from the University. Individual schools and programs may have more specific procedures for violations of academic integrity. Therefore, students are encouraged to familiarize themselves with the academic integrity policies of the University and of individual schools and programs in which they are enrolled. Students penalized for failing to maintain academic integrity who wish to appeal such action must follow the appeal procedure outlined below in the “Grades Appeal Process” section or that of the individual school or program in which they are enrolled if such school or program has a separate appeal procedure in place.



Students with disabilities: Procedure for Students with Disabilities Who Wish to Obtain Reasonable Accommodations for a Course:  The University's commitment to equal educational opportunities for students with disabilities includes providing reasonable accommodations for the needs of students with disabilities. To request an a reasonable accommodation for a qualified disability  a student with a disability must self-identify and register with the Office of Disability Services for his or her campus. No one, including faculty, is authorized to evaluate the need for or grant a request for an accommodation except the Office of Disability Services. Moreover, no one, including faculty, is authorized to contact the Office of Disability Services on behalf of a student. For further information, please see Resources for Students with Disabilities at


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).









Introduction: Uses of Computer Networks; Network Hardware; Network Software; Reference Models; Example Networks; Network Standardization; and Metric Units.

Readings: chapter 1

Problems: chapter 1/ 4, 5, 6, 12, 13,17, 21, & 22.





Data Link Layer: Data link layer design issues; error detection and correction; elementary data link protocols; sliding window protocols; and examples of data link protocols.

Readings: chapter 3

Problems: chapter 3/ 1-8, 11, & 15-17.





Medium Access Control Sublayer: The Channel Allocation Problem; Multiple Access Protocols; Ethernet; Wireless LANS; Broadband Wireless; Bluetooth; RFID; Data Link Layer Switching; and Virtual LANS.


Reading: chapter 4

Problem: Chapter 4/ 2, 3, 6, 8, 17, 19, 27, 30, & 35.


Network Layer: Network Layer Design Issues; Routing Algorithms; Congestion Control Algorithms; Quality of Service; Internetworking; and Network Layer In The Internet.

Reading: chapter 5

Problems: chapter 5/1, 2, 3, 13, 18, & 22.





Transport Layer: Transport Service; Elements Of Transport Protocols; Congestion Control Algorithms; Internet Transport Protocols (UDP); Internet Transport Protocols (TCP); and Performance Issues.

Reading: chapter 6

Problems: chapter 6/2, 5, 15, 17, & 23.  





Application Layer: Domain Name System (DNS); Electronic Mail; World Wide WEB; Hypertext Transfer Protocol (HTTP); Real-time Audio and Video.

Reading: chapter 7

Problems: chapter 7/1 & 4.





Final Examination.






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. 


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.


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.


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.


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.


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.



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:


·         In the university environment, educational success and social adjustments  depend primarily on the availability and effectiveness of developmental academic support systems.


·         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.


·         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.


·         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


·         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.


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.