SEIDENBERG SCHOOL OF COMPUTER SCIENCE AND INFORMATION SYSTEMS
DEPARTMENT:
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Computer
Science
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SUBJECT CODE/ COURSE TITLE: |
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CS 634 (Computer Networking and Internet) |
CLASS HOURS: |
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3 Hours per Week |
CREDITS: |
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3 |
PREREQUISTE: |
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CS 633 (Data Communications and Networks) |
TEXTBOOKS: |
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1.
Tenenbaum and
Wetherall/ Computer Networks, 5th
Edition/ Pearson Prentice Hall/ 2011 2.
Forouzan/ Data
Communications and Networking, 5th Edition/. McGraw-Hill/ 2013. |
REFERENCE: |
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Internet. Networking magazines and journals Comer/ Internetworking with TCP/IP, 6th
Edition/ Pearson Prentice Hall, 2014. |
SEMESTER: |
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Spring 2015 |
Instructor: |
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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.
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 |
Email: |
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Office Hours: |
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Monday: 11:00am – 3:00pm Wednesday: 11:00 pm – 12:00 pm |
Final examination:
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40%
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In-class examinations (5 – 30/40 minutes exams): |
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36% [best 3
of 4] |
In class student participation and contribution: |
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10% |
Project and project presentation: |
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14% (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) |
Above 92%
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A
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90% -- 92% |
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A- |
85% -- 89% |
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B+ |
80% -- 84% |
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B |
75% -- 79% |
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B- |
65% --74% |
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C |
Below 65% |
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F |
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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.
Objective
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: www.pace.edu/dyson/current-undergraduate-students/writing-center
Tutorial
Services: www.pace.edu/student-handbook/tutoring-center-tc
Library
Services: www.pace.edu/student-handbook/pace-library
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
http://www.pace.edu/counseling-center/resources-students-disabilities.
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
Weeks |
Topics
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Assignments
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1-2 |
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. |
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2-3 |
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. |
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3-5 |
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. |
6-7 |
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. |
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8-10 |
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. |
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11-13 |
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. |
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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. |
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.
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. |